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What is the Current State of Transition Services For DHH
Students? A Nation-wide Survey of Programs
ACE-DHH 2008 ConferencePacific Adventures: New Waves in Deaf
EducationFebruary 21, 2008
Pamela LuftJonathan Steele, Olivia Chapman-Krise, Alison Ramsay
Kent State University
February 2008 Transition Services Preparation & Training
Purpose Collect data from a national survey of
programs serving Deaf and Hard-of-Hearing (DHH) students at secondary levelsUpdate current state of knowledgeUse directory listing from the American
Annals of the Deaf, 2007. Include all 50 states and DC
February 2008 Transition Services Preparation & Training
Study Rationale Few systematic studies examine the
extent and nature of transition services for DHH students
Allen, Rawlings, & Schildroth (1989) was one of the last comprehensive reviews of these services. Program, student, and counselor surveys
February 2008 Transition Services Preparation & Training
Study Rationale National Longitudinal Transition Surveys #1 & #2
Had low response rate from programs Only 39% of parents rated their DHH children as doing
“very well” on functional skills (reading signs, telling time, counting change)(Valdes, Williamson, and Wagner, 1990)
DHH students were less likely to be involved in productive or positive post-school activities than their hearing peers work, school, homemaking (Bullis, Bull, Johnson, & Peters,
1995)
February 2008 Transition Services Preparation & Training
Study Rationale Publications since have described
transition concerns but have not collected program dataBowe, 2003; Danek & Busby, 1999; Luckner,
2002. Vocational Rehabilitation data
DHH competitive employment placements showed lower rates than other disability categories and were placed in jobs requiring lower skill levels (Capella, 2003a, 2003b).
February 2008 Transition Services Preparation & Training
Study Rationale Substantial enrollment changes since
1989.1985:
61% of DHH students (16-22 yrs) served in special schools
2002: 28.5% of DHH students (18-21yrs) served in
special schools (U.S. Dept of Educ., 2004)
13.8% DHH (6-21yrs)
February 2008 Transition Services Preparation & Training
Study Rationale Strong vocational program emphasis in
residential schools Is this vocational/transition focus being lost?
What is the impact of placement change patterns on transition preparation of DHH students?What are programs offering and not
offering?
February 2008 Transition Services Preparation & Training
Study Methodology State contacts:
Program categorization ResidentialLarge: 35 or more students, K-12Small: 34 or fewer studentsPrograms without accurate number listings
are contacted and then categorized. Random selection of 15% of programs
For each state and each school category: 15% selection rate, rounded to the nearest
whole number.
February 2008 Transition Services Preparation & Training
Call Rule FormulaNo. Pgms Stat Calc To Call
21 3.15 322 3.30 323 3.45 324 3.60 425 3.75 426 3.90 427 4.05 428 4.20 429 4.35 430 4.50 531 4.65 532 4.80 533 4.95 534 5.10 535 5.25 536 5.40 537 5.55 638 5.70 639 5.85 640 6.00 6
No. Pgms Stat Calc To Call1 0.15 12 0.30 13 0.45 14 0.60 15 0.75 16 0.90 17 1.05 18 1.20 19 1.35 110 1.50 211 1.65 212 1.80 213 1.95 214 2.10 215 2.25 216 2.40 217 2.55 318 2.70 319 2.85 320 3.00 3
February 2008 Transition Services Preparation & Training
Methodology Random Selection of Programs
Call rule determines number of programs to contact:
per school category &within each state
Random number generator Sequential (non-repeating numbers) listSeparate lists for each state and school categoryGenerator: www.random.org/.
February 2008 Transition Services Preparation & Training
Methodology Program Contact Protocol
Directory listing by category = program number Matched to random numbers list
Continued until 15% or at least one per program category responded
Contact method Telephone contact using directory listing (American Annals)
Permission and willingness to participate in online or telephone survey about transition program offerings
Asked for referral to knowledgeable person about DHH programs, if not as listed
February 2008 Transition Services Preparation & Training
Methodology Survey Respondent Data
Contact information entered into spreadsheet by state, program type, contact info, and RA
Confidentiality: Responses coded on separate form from
contact formDemographic information on response form is
voluntary
February 2008 Transition Services Preparation & Training
Survey Instrument Literature Review
20 articles using transition survey instrumentsCompiled across five categories
Employment PreparationPostsecondary PreparationIndependent LivingCommunity ParticipationAssessment
How information is collected regarding the students’ transition areas
February 2008 Transition Services Preparation & Training
Pilot Survey Instrument Program offerings for DHH students in:
Academic programsVocational programsMultiple disability programs
February 2008 Transition Services Preparation & Training
Pilot Survey Instrument Academic Focus Vocational Focus Multiple Disabilities
Employment Prep
Career Development-awareness of jobs & work expectations -exploration of job interests & skills -mentorships, apprenticeships, & internships -service learning projects
Community-Based Work -job shadowing on campus -job shadowing off campus >in preferred career area (Yes/No) -work experience on campus -work experience in the community >in preferred career area (Yes/No) -job placement: paid work in the community >in preferred career area (Yes/No)
February 2008 Transition Services Preparation & Training
Pilot Survey Results Respondents were rarely knowledgeable
about all program offerings Survey was overly-lengthy
Quality of responses was reducedPoor interview response rate
February 2008 Transition Services Preparation & Training
Final Survey Instrument Online Survey
Silhouette (Flashlight Online) Much shorter: key program components only Radio-button responses with comments
Survey Instrument Online Survey Automatic download to Excel
Random number assignment of questions, by category “Analyze” function of Silhouette
February 2008 Transition Services Preparation & Training
Results Under-response issues
Multiple contacts across full directory listing Overrepresentation in certain categories
Multiple initial contacts sent to correct for nonresponders in all three school categories
Still addressing lack of response with few cases of multiple respondents by state
February 2008 Transition Services Preparation & Training
Survey ResponsesSchool Categories
50
28
14
0
10
20
30
40
50
60
Small Schools
Large Schools
ResidentialSchools
94 total 92 indicated school type2 suggest small programs
Reported by Speech/Language PathologistReported 1 DHH student in program
Results added to small programs
February 2008 Transition Services Preparation & Training
Employment Preparation
Career AwarenessCareer DevelopmentWork ExperienceCareer Advancement
13
25
46
14
19
48
14
19
37
7
7
8
0%
20%
40%
60%
80%
100%
CA CD WE CAd
Career Development
Small
Large
Residential
February 2008 Transition Services Preparation & Training
Employment Preparation
12
13
56
14
21
76
12
7
37
13
13
48
0%
20%
40%
60%
80%
100%
JSh WEx WPr Paid
Community Based Work
Small
Large
Residential
Job ShadowingWork ExperienceWork in Preferred Career AreaPaid Work
14
23
45
9
16
30
14
21
38
11
21
37
6
4
13
0%
20%
40%
60%
80%
100%
App Dis Int Soc Chg
Job Search and Training
Small
Large
Residential
Job Applications Disability DisclosureJob Interview SkillsJob Interpersonal and Social SkillsJob and Career Change Skills
February 2008 Transition Services Preparation & Training
Comments: Employment Preparation
Residential: Comments School to Work Program for students not in a college track Comprehensive offerings
Large: Comments We offer various elective courses DHH students only have access if they are low functioning
Small: Comments Offer choices depending upon ability levels Students participate in weekly vocational or transition classes Transition aide works with students
February 2008 Transition Services Preparation & Training
Postsecondary Preparation
13
27
48
10
22
27
12
23
38
3
10
1
0%
20%
40%
60%
80%
100%
Word Ex PPt O
Computer Training
Small
Large
Residential
Microsoft Word ExcelPowerPointOther: CAD, Photoshop & Publisher desktop pub, WebCT, web dev & graphics
13
23
39
1125
47
11
16
33
0%
50%
100%
E-M Srch Eth
Internet Training
Small
Large
Residential
Email Web SearchesWeb Ethics/Netiquette
February 2008 Transition Services Preparation & Training
Postsecondary Preparation
AP Courses Site VisitsOrientation
5
22
28
12
20
36
10
21
30
0%
50%
100%
AP Visit Or
Postsecondary Opportunities
Small
Large
Residential14
27
42
14
27
44
12
22
41
8
11
23
0%
20%
40%
60%
80%
100%
Req App Fin Hsg
Entrance Processes
Small
Large
Residential
Entrance Requirements Application ProcessesFinancial AidHousing Arrangements
February 2008 Transition Services Preparation & Training
Independent Living
Interpreters Assistive TechnologyOther: VRS & Sidekicks
11
24
41
11
22
41
12
26
47
11
23
45
0%
20%
40%
60%
80%
100%
Time Legal IEP Goal
Self Advocacy and Self Determination
Small
Large
Residential
Time Management Legal RightsIEP MeetingsGoal Setting
13
27
48
1224
47
23
7
0%
50%
100%
Terps AT Other
Personal Accommodations
Small
Large
Residential
February 2008 Transition Services Preparation & Training
Independent Living
14
22
41
14
20
34
12
22
45
12
23
40
0%
20%
40%
60%
80%
100%
Hse Fam Trans Health
Daily Living Skills
Small
Large
Residential
Housing: rent, food, clothing Marriage/Family: dating, sexuality, child careTransportation: driver’s license, public transportation, taxisHealthcare: hygiene, medical, dental
Adult Services Information
14
27
44
0
10
20
30
40
50
Residential
Large
Small
Voc Rehab, SSI/SSDI, other supports and services
February 2008 Transition Services Preparation & Training
Independent Living
1227
50
1325
49
12
25
47
13
24
47
0%
50%
100%
LA Math Sc SS
Functional Academics
Small
Large
Residential
February 2008 Transition Services Preparation & Training
Comments: Independent Living
Residential: Comments Follow state curriculum: ILS for low functioning students No formal ILS: occurs through dorm staff Wide range of classes and support services
Large: Comments Students are referred to VR services All seniors take a budgeting and IL class (fraud,
insurance) Small: Comments
We need to focus more on DHH rights outside of mainstream classes
Functional academics only if low functioning
February 2008 Transition Services Preparation & Training
Community Participation
1220
42
1421
45
1220
43
0%
50%
100%
Rec Soc Inv
Community Participation Skills
Small
Large
Residential
Recreation and LeisureSocialization and Friendship Skills Community Involvement and Participation
February 2008 Transition Services Preparation & Training
Comments: Community Participation
Residential: Comments Students are involved in community projects Part of their IEP program Strong preparation, college representatives on campus
Large: Comments Some programs sponsor clubs or activities; we don’t
focus on this Only for low functioning students Jr NAD, Deaf Academic Bowl
Small: Comments Some discussion but no direct activities DHH teacher provides Parents’ responsibility
February 2008 Transition Services Preparation & Training
Transition Assessments
14
25
44
11
24
31
10
22
28
11
24
29
9
16
29
1010
27
7
7
12
0%
50%
100%
Int Apt Abil Voc Tr WkS WkAd
Transition Assessments
Small
Large
Residential
Interest Inventories Aptitude AssessmentAbility Assessment Vocational AssessmentTransition Assessment Work Samples Work Adjustment and Motivation
February 2008 Transition Services Preparation & Training
Comments: Transition Assessments
Residential: Comments One psychologist focuses on this Annual case conferences and range of instruments Part of their IEP
Large: Comments Very strong assessment component Annual committee decision
Small: Comments State systems; VR systems Varies by district; computer-generated program Only test when necessary: audiogram is more important
for eligibility
February 2008 Transition Services Preparation & Training
Summary of Results Employment Preparation
Most provide: Career awareness and exploration Work experience and information about job applications.
Fewer provide: Career advancement: 50/25/15% Community work in a preferred field: 86/25/35% Disability disclosure: 64/57/58% Job and career change: 43/14/25%
Postsecondary Preparation Most provide basic computer training,
postsecondary and entrance information Fewer address internet ethics: 79/57/63%
February 2008 Transition Services Preparation & Training
Summary of Results Independent & Community Living
Most programs provide: Rights, IEP information, and accommodations Daily
Living Skills and adult services Functional academics Community participation skills
Transition Assessments Most gave interest inventories: 100/89/85% Some collected work samples: 71/36/52% Few assessed work adjustment: 50/25/23%
February 2008 Transition Services Preparation & Training
Conclusions and Conundrums Disability Disclosure and
Accommodations Disability disclosure: 64/57/58% Interpreters: 93/96/92% Assistive Technology: 86/86/90%
Global job market issues Career advancement: 50/25/15% Job and career change: 43/14/25%
February 2008 Transition Services Preparation & Training
Conclusions and Conundrums Postsecondary Preparation
Site visits: 86/71/69% Orientation: 71/75/58% Evaluating disability services & supports
Beyond requirements and applications: Financial Aid: 86/79/79% Housing Arrangements: 57/39/44%
February 2008 Transition Services Preparation & Training
What is the impact of educational placement
change? Comments were more revealing of limitations: General education curriculum and diploma
requirements Rural location
General program availability Availability to all through generic school services Some programs were available, but not necessarily
offered to all DHH students Residential Programs
Generally offered programs that were specific to DHH
February 2008 Transition Services Preparation & Training
Limitations and Further Work Follow-up Analyses
Identify state data and proportional representation Interviews
How much do thorough programs provide in each area? How far beyond superficial coverage? How broadly inclusive of bright vs. challenged students?
What are the challenges of limited programs? NCLBA and general education requirements? Funding and resources?
Follow-up comparisons State and regional differences by school type
February 2008 Transition Services Preparation & Training
Survey Updates Posted at
http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm
Questions and Comments?
Contact Information:Dr. Pamela [email protected]
February 2008 Transition Services Preparation & Training
References Allen, T. E., Rawlings, B. W., & Schildroth, A. N. (1989). Deaf students and the school-to-work transition. Baltimore, Paul H.
Brookes. American Annals of the Deaf (2007). University and college programs for personnel in deafness. American Annals of the Deaf,
152, 203-223. Bowe, F. G. (2003). Transition for deaf and hard-of-hearing students: A blueprint for change. The Journal of Deaf Studies and
Deaf Education, 8, 485-493. Bullis, M., Bull, B., Johnson, B., & Peters, D. (1995). The school-to-community transition experiences of hearing young adults
and young adults who are deaf. The Journal of Special Education, 28, 405-423. Capella, M. E. (2003a). Comparing employment outcomes of vocational rehabiltiation consumers with hearing loss to other
consumers and the general labor force. Rehabilitation Counseling Bulletin, 47, 24-33. Capella, M. E. (2003b). Evaluating diffeences in demographics, services, and outcomes for vocational rehabilitation consumers
with hearing loss versus consumers with other disabilities. Journal of Rehabilitation, 69, 39-46. Danek, M. M., & Busby, H. (1999). Transition planning and programming: Empowerment through partnership. Washington, DC:
Laurent Clerc National Deaf Education Center, Gallaudet University. Available at http://clerccenter.gallaudet.edu/products/index.html
Luckner, J. L. (2002). Facilitating the transition of students who are deaf or hard of hearing. Austin, TX: PRO-ED. NLTS2 accessed from http://www.nlts2.org/ Silhouette (Flashlight Online https://my.wsu.edu/portal/page?_pageid=177,74111&_dad=portal&_schema=PORTAL) U.S. Department of Education. (2004)Twenty-sixth annual report to Congress on the implementation of the Individuals with
Disabilities Education Act. Washington, DC: author. Retrieved 9/7/07 from http://www.ed.gov/about/reports/annual/osep/2004/index.html
VValdes, K. A., Williamson, C. L., & Wagner, M. M. (1990). The national longitudinal transition study of special education students. Statistical almanac, volume 7: Youth categorized as hearing impaired. Washington, DC: SRI International, prepared for the Office of Special Education Programs, U.S. Department of Education.