What is the Current State of Transition Services For DHH Students? A Nation-wide Survey of Programs...

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


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


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)


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).


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)


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?


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.


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


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/.


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


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


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


Pilot Survey Instrument Program offerings for DHH students in:

Academic programsVocational programsMultiple disability programs


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)


Pilot Survey Results Respondents were rarely knowledgeable

about all program offerings Survey was overly-lengthy

Quality of responses was reducedPoor interview response rate


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


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


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


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


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


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


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


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


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


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


Independent Living

1227

50

1325

49

12

25

47

13

24

47

0%

50%

100%

LA Math Sc SS

Functional Academics

Small

Large

Residential


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


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


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


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


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


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%


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%


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%


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%


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


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


Survey Updates Posted at

http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm

Questions and Comments?

Contact Information:Dr. Pamela [email protected]


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.

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