IMPROVING POST-SCHOOL OUTCOMES FOR STUDENTS WITH HEARING IMPAIRMENTS

An In-School Predictor-based Transition Education Model

Jennifer Coyle

TODAY’S AGENDA

Introduction

NSTTAC predictors

NLTS2 data

Analyses

Preliminary results

Questions and comments

The field of deaf education has always been fueled by strong emotion rather than

demonstrated efficacy.

(Luckner, 2004)

INTRODUCTION

Transitioning from high school to life after graduation is a rite of passage for all students, regardless of presence of disability.

Transition planning with post school goals is mandated by the federal government

Post school outcomes are important

When compared to students without disabilities, students with disabilities continue to lag behind

STATEMENT OF THE PROBLEM

Of the 6.2 million students who have a disability in the United States, 744,000 are students with hearing impairments (USDOE, 2011)

57% attend typical schools and are educated in general education classrooms (Gallaudet Research Institute, 2011)

Of the 86% in general education classes 85% have a general education teacher as the

only teacher 15% have a general education as well as a

special education teacher (Shaver et al., 2011)

STATEMENT OF THE PROBLEM

Students with hearing impairments are enrolled in general education settings 60% of their day (Shaver et al., 2011)

61% took at least one vocational education class

31% participated in a prevocational education class

25% were enrolled in a life skills class

55% had an occupationally specific vocational education class (USDOE, 2011)

STATEMENT OF THE PROBLEM

Due to this low incidence, funding and specialized teachers are limited

Research is plentiful on strategies and practices that is often generalized for all disabilities

Research is focused on literacy and not transition education issues

But, research is slim on evidence based practices

NSTTAC’S PURPOSE

Build capacity of states, locals, and schools to implement and scale-up policies, procedures, and evidence-based practices designed to ensure college-and career-readiness for students with disabilities Conduct knowledge development activities – including

literature review of policies and practices and analysis of SPP Indicator 13 data and improvement activities

Technical assistance and dissemination activities at universal, targeted, and intensive (5 states/ year) levels

Leadership and coordination activities

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IN-SCHOOL PREDICTORS BY POST-SCHOOL OUTCOME AREA

IN-SCHOOL PREDICTORS BY POST-SCHOOL OUTCOME AREA

NATIONAL LONGITUDINAL TRANSITION STUDY 2 (NLTS2)

Follow up to the National Longitudinal Transition Study (1984-1993)

2000 – 2009 OSEP and IES

Students ages 13 – 16 in December 2000

All 12 disability categories

Multiple data collection methods

Multiple data providers

Five waves of data collection

NLTS2

Parents Students Teachers School staff

Direct assessments Mail surveys Phone interviews Transcripts

RESEARCH QUESTIONS

Of the 16 NSTTAC in-school predictors, are students with hearing impairments:

Participating in a program of study that includes classes pursuant to post-school goals?

Participating in career development* classes (e.g., career awareness, occupational courses, vocational education, work study)?

Employed in high school?

Receiving high school diplomas?

RESEARCH QUESTIONS

Of the 16 NSTTAC in-school predictors, are students with hearing impairments:

Receiving instruction in community-based environments?

Exhibiting social skills?

Exhibiting self-care and/or independent living skills?

Participating in general education classes?

Exhibiting self-advocacy skills?

RESEARCH QUESTIONS

Of the 16 NSTTAC in-school predictors, are students with hearing impairments:

Involved in transition planning?

Receiving involvement from community agencies in their transition planning?

Satisfied with their special education services?

Parents’ participating in their individualized education (IEP) meetings?

RESEARCH QUESTIONS

Which, if any, of the 16 NSTTAC predictors predict postsecondary employment for students with hearing impairments?

Which, if any, of the 16 NSTTAC predictors predict postsecondary education enrollment for students with hearing impairments?

METHODS

Crosswalk between predictors and NLTS2 survey questions

After matching components of predictor definitions to NLTS2 items, refined list of variables created

Correlational and regression analyses

PRELIMINARY DATA

Transcript data 856 students with hearing impairments

Male = 509

Female = 347

854 students with hearing impairments Caucasian = 592

African American = 125

Hispanic = 101

Asian/Pacific Islander = 10

American Indian/Alaska Native = 18

Multi/Other = 8

PRELIMINARY DATA

Transcript data Diploma or type of certificate of students with

hearing impairments (N = 860)

Regular = 165

Special education = 155

Certificate of completion = 15

GED = 1

Vocational occupational certificate = 7

Unknown = 7

No diploma = 510?

PRELIMINARY DATA

Transcript data Graduation status of students with hearing

impairments

(N = 647)

Graduated = 350

Aged out = 66

Dropped out = 74

Moved = 30

Unknown = 127

PRELIMINARY DATA

Transcript data Students with hearing impairments (N = 347)

who received:

Career assessment = 122

Career counseling = 75

Job readiness training = 188

Instruction in looking for jobs = 106

Job shadowing = 79

Internship or apprenticeship = 13

PRELIMINARY DATA

Transcript data

Students with hearing impairments (N = 347) who received:

Tech-prep program = 12

Entrepreneurship program = 5

Other work experiences = 112

Job skills training = 93

Placement support = 22

Job coach = 69

None of these = 67

PRELIMINARY DATA

Transcript data

Did a student with a hearing impairment receive instruction specifically focused on transition planning?

Yes = 243

No = 107

Was planning for transition to adult life done for students with hearing impairments?

Yes = 388

No = 66

QUESTIONS?

CONTACT INFORMATION

Jennifer Coyle

jennifer.coyle@wmich.edu

269 387 2824

www.nsttac.org