A National Survey of Transition Services for Deaf and Hard of Hearing Students

Autor/in	Luft, Pamela
Titel	A National Survey of Transition Services for Deaf and Hard of Hearing Students
Quelle	In: Career Development and Transition for Exceptional Individuals, 37 (2014) 3, S.177-192 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143412469400
Schlagwörter	National Surveys; Transitional Programs; Deafness; Hearing Impairments; Statistical Analysis; Residential Schools; Correlation; Employment Qualifications; Job Skills; Program Effectiveness; Postsecondary Education; College Preparation; Employment Level; College Attendance; Job Training; Effect Size; High School Students + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Statistische Analyse; Heimschule; Korrelation; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Produktive Fertigkeit; Post-secondary education; Tertiäre Bildung; Beschäftigungsgrad; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Berufsqualifizierender Bildungsgang; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This manuscript analyzed a survey of programs providing transition services to deaf and hard-of-hearing (D/HH) students. Quantitative analyses compared services offered by residential, large (35+ D/HH students), and small (<35 students) programs. Correlations across Employment Preparation, Post-school Preparation, and Transition Assessments were significant suggesting program consistency in offerings. ANOVA comparisons for Employment Preparation found that residential programs offered significantly more services than large or small programs. Post-school Preparation and Transition Assessments were not significantly different indicating similar levels of services. Overall, programs focused their services on early and initial transition issues rather than on long-term needs and strategies. In contrast, research indicates that D/HH students require longer to achieve postsecondary and employment outcomes commensurate with their peers. Several strategies are offered to increase program access to specialized transition services and supports for these students in meeting their unique transition needs. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10