The Transition to School Among Deaf/Hard-of-Hearing Children: Teacher and Parent Perspectives

Abstract

Although entry into the school system is a major milestone in the lives of young d/Deaf or hard-of-hearing (DHH) children and their families, relatively little is known about parents’ and teachers’ experiences and perspectives of this important transition. The aims of this study were to describe parents’ concerns during their children’s transition from early intervention to school, to describe practices available for families of DHH children, and to explore parents’ and teachers’ perspectives regarding practices that support a smooth transition to school. Parents (N = 40) and teachers (N = 37) of the deaf and hard of hearing completed surveys examining their experiences and perspectives on DHH children’s transition to school. Among concerns expressed among parents was their child’s ability to participate successfully in an inclusive school setting, as well as the level of supports their child would receive. Teachers reported numerous policies and practices that supported the transition to school, emphasizing high-intensity practices often used to gather information about the child and set accommodations in place. Parent and teacher reports on facilitators for the transition are compared and contrasted. Recommendations for research and practice are provided.

Early Intervention to Preschool Transition for Children Who Are Deaf or Hard-of-Hearing: A TEAM Approach

“…They also worry about their child's ability to communicate and advocate for their needs and developing healthy peer relationships (Zaidman-Zait et al, 2019). Of note, the majority of children who are D/HH are born to typically hearing parents (Mitchell & Karchmer, 2004); therefore, many parents are also emotionally adjusting to an unexpected diagnosis (Kurtzer-White & Luterman, 2003.…”

“…Research indicates that this transition from EI to preschool elicits concerns from parents and professionals. Parents report concerns about getting to know and working with a new group of professionals, such as the general education teacher, special education teacher, administrator, and other related service providers, depending on their child’s needs (Zaidman-Zait et al, 2019). They also worry about their child’s ability to communicate and advocate for their needs and developing healthy peer relationships (Zaidman-Zait et al, 2019).…”

“…Parents report concerns about getting to know and working with a new group of professionals, such as the general education teacher, special education teacher, administrator, and other related service providers, depending on their child’s needs (Zaidman-Zait et al, 2019). They also worry about their child’s ability to communicate and advocate for their needs and developing healthy peer relationships (Zaidman-Zait et al, 2019). Of note, the majority of children who are D/HH are born to typically hearing parents (Mitchell & Karchmer, 2004); therefore, many parents are also emotionally adjusting to an unexpected diagnosis (Kurtzer-White & Luterman, 2003.…”

Transitions Out of Early Intervention

“…Strong linkages across these elements known as microsystems can facilitate child development (Podvey, Hinojosa, & Koenig, 2013); supportive transitions can create or strengthen these linkages. Some research indicates that both parents' satisfaction and children's academic outcomes are improved for families whose transition experiences aligned well with published guidelines (Zaidman-Zait et al, 2019). Trivette, Dunst, and Hamby (2010) extended the ideas of Bronfenbrenner and Morris (2006) in their family-systems model, in which they highlight the interplay of fam-ily needs, family strengths, social supports/ services, and practices intended to build families' capacities.…”

“…Within this framework, transitions are examples of mesosystems, defined as entities that create connections between existing microsystems, such as a child's home and school. These networks of connections may include extended family members, family friends, service providers, classroom teachers, administrators, and others, and positive relationships within and across these networks are more likely to presage successful transitions (Zaidman-Zait, Poon, Curle, Jamieson, & Norman, 2019). Strong linkages across these elements known as microsystems can facilitate child development (Podvey, Hinojosa, & Koenig, 2013); supportive transitions can create or strengthen these linkages.…”