Transition Outcomes Of Students Who Are Deaf Or Hard Of Hearing One To Three Years After Leaving High School

The purpose of the current study was the collection of outcome data on young adults who are deaf or hard of hearing in the state of Louisiana one, two, and three years after leaving high school. Also assessed were the individuals' quality of life. This data, when compared to the national average of students with disabilities and the national average of students who are deaf or hard of hearing, will be of assistance for those programs seeking to enhance or improve upon their transition services.

"Many students struggle with the transition from high school to the next stage of their lives. For deaf and hard of hearing students, that struggle can be intensified by barriers and discriminatory attitudes. Author examines services that are currently available in high schools and offers recommendations"--

"The purpose of the study was to evaluate the relationship between federal mandates that are built in the Individuals with Disability Education Act of 2004, P.L. 108-446, and transition activities and planning processes impact found in schools serving deaf and hard of hearing students. Furthermore, this study established a relationship between transition planning and optimal post-school outcomes in residential and mainstream programs; as well as measures the effectiveness of school tracking mechanisms for purpose of documenting student post-school activities, as mandated by the IDEA..." - abstract.

Debates about methods of supporting language development and academic skills of deaf or hard-of-hearing children have waxed and waned for more than 100 years: Will using sign language interfere with learning to use spoken language or does it offer optimal access to communication for deaf children? Does placement in classrooms with mostly hearing children enhance or impede academic and social-emotional development? Will cochlear implants or other assistive listening devices provide deaf children with sufficient input for age-appropriate reading abilities? Are traditional methods of classroom teaching effective for deaf and hard-of-hearing students? Although there is a wealth of evidence with regard to each of these issues, too often, decisions on how to best support deaf and hard-of-hearing children in developing language and academic skills are made based on incorrect or incomplete information. No matter how well-intentioned, decisions grounded in opinions, beliefs, or value judgments are insufficient to guide practice. Instead, we need to take advantage of relevant, emerging research concerning best practices and outcomes in educating deaf and hard-of-hearing learners. In this critical evaluation of what we know and what we do not know about educating deaf and hard-of-hearing students, the authors examine a wide range of educational settings and research methods that have guided deaf education in recent years--or should. The book provides a focus for future educational and research efforts, and aims to promote optimal support for deaf and hard-of-hearing learners of all ages. Co-authored by two of the most respected leaders in the field, this book summarizes and evaluates research findings across multiple disciplines pertaining to the raising and educating of deaf children, providing a comprehensive but concise record of the successes, failures, and unanswered questions in deaf education. A readily accessible and invaluable source for teachers, university students, and other professionals, Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students encourages readers to reconsider assumptions and delve more deeply into what we really know about deaf and hard-of-hearing children, their patterns of development, and their lifelong learning.

"This paper will provide an overview of the educational and occupational status of students who are deaf or hard of hearing as they move from high school to college and into the world of work. Specific emphasis is given to students in science, technology, engineering and mathematics (STEM) majors in college and STEM occupations of adult workers. The paper provides documentation to support funding of programs to improve the likelihood of these students entering and completing postsecondary education." -- Executive summary, p. [1].

Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities. As students with disabilities attend two and four-year colleges in increasing numbers and through expanding access opportunities, challenges remain in helping these students and their families prepare for and successfully transition into higher education. Professionals and families supporting transition activities are often unaware of today’s new and rapidly developing options for postsecondary education. This practical guide offers user-friendly resources, including vignettes, research summaries, and hands-on activities that can be easily implemented in the classroom and in the community and that facilitate strong collaboration between schools and families. Preparation issues such as financial aid, applying for college, and other long-term planning areas are addressed in detail. An accompanying student resource section offers materials for high school students with disabilities that secondary educators, counselors, and transition personnel can use to facilitate exploration and planning discussions. Framing higher education as a possible transition goal for all students with disabilities, Navigating the Transition from High School to College for Students with Disabilities supports the postsecondary interests of more than four million public school students with disabilities.