Transition planning for d/Deaf young people from mainstream schools: professionals’ views on the implementation of policy

O’Brien, Dai

doi:10.1080/09687599.2014.994702

Cited by 11 publications

(5 citation statements)

References 15 publications

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“…Even though some of the study participants reported that they had been worried about the possible impact of their deafness on their postsecondary education and employment, none had received career guidance from an educator or practitioner who was knowledgeable about deafness-specific challenges and strategies. This is an area that needs to be addressed by education systems, which, as other research has shown, do not always provide this targeted transition and career guidance to DHH students (Johnson et al, 2022;Luft, 2014;O'Brien, 2015; .…”

Section: Social Capital Facilitatorsmentioning

confidence: 99%

“…However, despite improvements in college enrollments, DHH individuals are still not attaining postsecondary education at rates comparable to those achieved by people with typical hearing (Palmer et al, 2020). Inadequate provision by education systems of optimal career guidance and deafness-specific transition planning at the high school level (Johnson et al, 2022;Luft, 2014;O'Brien, 2015) can further jeopardize the postsecondary success of this population.…”

mentioning

confidence: 99%

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The Role of Social Capital in the Transition to Postsecondary Education of Students Who Are Deaf or Hard of Hearing

Punch¹,

Duncan²

2022

American Annals of the Deaf

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Social capital can positively influence students' postsecondary aspirations and their postschool transitions to higher education and employment. Educators, families, and young people themselves can play an active role in generating and developing adolescents' social capital. A targeted focus on developing robust social capital could play an important role in the transition planning and support provided to secondary students who are deaf or hard of hearing (DHH) and contribute to their success in postsecondary education and employment. A qualitative study gaining the perspectives of DHH young adults attending universities in Australia investigated the role of social capital in assisting DHH students in their attainment of postsecondary education. Ten DHH university students who communicated primarily through spoken English participated in semistructured interviews. Thematic analysis identified social capital facilitator themes on four levels: community, school, family, and individual. In addition, two barrier themes were identified.

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Section: Social Capital Facilitatorsmentioning

confidence: 99%

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confidence: 99%

The Role of Social Capital in the Transition to Postsecondary Education of Students Who Are Deaf or Hard of Hearing

Punch¹,

Duncan²

2022

American Annals of the Deaf

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“…During this extract Hawa relates her experience as the only deaf person in school who had no access to classes, no idea what was going on there, and where the evidence is that the teacher was not responsive or aware of her access needs in the classroom. Her experience of being the only deaf person in a mainstream school setting and where she struggles is well covered by the Deaf studies literature too (Oliva 2014;O'Brien 2015;Nunes, Pretzlik, and Olsson 2001). Here is where her experience of audism is also quite prominent, but also it is the institution of education which represents the power and authority of a complex which will shape her for a lifetime.…”

Section: Hawa -Interviews and Observations By Stevementioning

confidence: 99%

Deaf migration through an intersectionality lens

Emery

Iyer

2021

Disability & Society

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This article is based on an empirical research study of deaf migration, using an intersectional lens. The study of migration and the lens of intersectionality are increasingly being deployed in academic circles but both are very recent when it comes to the study of deaf people. Our key reason for using the lens of intersectionality is twofold. Firstly, we believe that it enables us to highlight the experiences of people who tend to be neglected in the scholarly literature -in this article, our focus will a case study of two Black deaf African migrants. Secondly, we want to encourage the reader not merely to 'add' migration as an identity/experience of the lives of a community of deaf peoples but to examine and explore the interlocking relations of power that they experience. We believe intersectionality is an ideal lens through which to do so. Points of interest• In the literature on the study of disabled people when many identities are being examined it is not always clear if deaf migrants are included; in this article we do so. • We studied interviews that had been held covering the life experience of two deaf migrants, which were undertaken within a larger research project. • We found it useful to look at deaf migrants' different experiences within institutions such as education and the Home Office, in relation to their identities such as ethnicity, gender, sexuality, class or religion • We found that while deaf migrants experience discrimination and racism from deaf and hearing people alike, they also find means of solidarity and support from different hearing and deaf people and groups. • It is suggested that social policymakers and deaf communities can miss or neglect deaf migrants' wide range of life experiences -these need to be identified and included when forming policy.

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“…Despite some improvements, postsecondary education and employment outcomes of DHH people continue to fall behind those of the general population in the United States, Australia, and other countries (Garberoglio et al, 2019a(Garberoglio et al, , 2019bPalmer et al, 2020;Punch, 2016). In addition, transition planning in high schools often inadequately addresses the needs of DHH students (Johnson et al, 2022;Luft, 2014;O'Brien, 2015;. Given these challenges for young DHH people and the evidence of social capital's beneficial role in postschool outcomes for young people in general, there is an ongoing need for a focus on supporting the development of social capital to increase the potential for positive postschool outcomes for youth who are DHH.…”

mentioning

confidence: 99%

Voices of Young Deaf Adults: Supporting Adolescent Social Capital Development

Duncan¹,

Punch²

2023

American Annals of the Deaf

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For most young people, social capital plays an important role in transitioning to postsecondary education and employment. For youth who are deaf or hard of hearing (DHH), social capital can mitigate negative effects of challenges they will likely encounter after high school. In phase 2 of a two-phase qualitative study in Australia, we investigated DHH young adults' perspectives on how DHH adolescents could best be supported to develop and use social capital to benefit their postschool transition. Nine university students whose primary communication mode was spoken language participated in semistructured interviews, discussing practical ways educators and families could assist DHH high school students. We close by recommending ways schools and families can facilitate social capital development of DHH adolescents in preparation for postsecondary education and employment. Importantly, this research gives voice to young DHH adults with the objective of improving DHH adolescents' outcomes.

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Transition planning for d/Deaf young people from mainstream schools: professionals’ views on the implementation of policy

Cited by 11 publications

References 15 publications

The Role of Social Capital in the Transition to Postsecondary Education of Students Who Are Deaf or Hard of Hearing

The Role of Social Capital in the Transition to Postsecondary Education of Students Who Are Deaf or Hard of Hearing

Deaf migration through an intersectionality lens

Voices of Young Deaf Adults: Supporting Adolescent Social Capital Development

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