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

1. What is the Current State of Transition Services For DHH Students? A Nation-wide Survey of Programs ACE-DHH 2008 Conference Pacific Adventures: New Waves in Deaf Education February 21, 2008 Pamela Luft Jonathan Steele, Olivia Chapman-Krise, Alison Ramsay Kent State University

2. Purpose • Collect data from a national survey of programs serving Deaf and Hard-of-Hearing (DHH) students at secondary levels • Update current state of knowledge • Use directory listing from the American Annals of the Deaf, 2007. • Include all 50 states and DC Transition Services Preparation & Training

3. 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 Transition Services Preparation & Training

4. 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) Transition Services Preparation & Training

5. Study Rationale • Publications since have described transition concerns but have not collected program data • Bowe, 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). Transition Services Preparation & Training

6. 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) Transition Services Preparation & Training

7. 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? Transition Services Preparation & Training

8. Study Methodology • State contacts: • Program categorization • Residential • Large: 35 or more students, K-12 • Small: 34 or fewer students • Programs 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. Transition Services Preparation & Training

9. Call Rule Formula Transition Services Preparation & Training

10. 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) list • Separate lists for each state and school category • Generator: www.random.org/. Transition Services Preparation & Training

11. 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 Transition Services Preparation & Training

12. 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 form • Demographic information on response form is voluntary Transition Services Preparation & Training

13. Survey Instrument • Literature Review • 20 articles using transition survey instruments • Compiled across five categories • Employment Preparation • Postsecondary Preparation • Independent Living • Community Participation • Assessment • How information is collected regarding the students’ transition areas Transition Services Preparation & Training

14. Pilot Survey Instrument • Program offerings for DHH students in: • Academic programs • Vocational programs • Multiple disability programs Transition Services Preparation & Training

15. 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 Instrument Transition Services Preparation & Training

16. Pilot Survey Results • Respondents were rarely knowledgeable about all program offerings • Survey was overly-lengthy • Quality of responses was reduced • Poor interview response rate Transition Services Preparation & Training

17. 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 Transition Services Preparation & Training

18. 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 Transition Services Preparation & Training

19. Survey Responses • 94 total • 92 indicated school type • 2 suggest small programs • Reported by Speech/Language Pathologist • Reported 1 DHH student in program • Results added to small programs Transition Services Preparation & Training

20. Employment Preparation Career Awareness Career Development Work Experience Career Advancement Transition Services Preparation & Training

21. Employment Preparation Job Applications Disability Disclosure Job Interview Skills Job Interpersonal and Social Skills Job and Career Change Skills Job Shadowing Work Experience Work in Preferred Career Area Paid Work Transition Services Preparation & Training

22. 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 Transition Services Preparation & Training

23. Postsecondary Preparation Email Web Searches Web Ethics/Netiquette Microsoft Word Excel PowerPoint Other: CAD, Photoshop & Publisher desktop pub, WebCT, web dev & graphics Transition Services Preparation & Training

24. Postsecondary Preparation AP Courses Site Visits Orientation Entrance Requirements Application Processes Financial Aid Housing Arrangements Transition Services Preparation & Training

25. Independent Living Interpreters Assistive Technology Other: VRS & Sidekicks Time Management Legal Rights IEP Meetings Goal Setting Transition Services Preparation & Training

26. Independent Living Voc Rehab, SSI/SSDI, other supports and services Housing: rent, food, clothing Marriage/Family: dating, sexuality, child care Transportation: driver’s license, public transportation, taxis Healthcare: hygiene, medical, dental Transition Services Preparation & Training

27. Independent Living Transition Services Preparation & Training

28. 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 Transition Services Preparation & Training

29. Community Participation Recreation and Leisure Socialization and Friendship Skills Community Involvement and Participation Transition Services Preparation & Training

30. 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 Services Preparation & Training

31. Transition Assessments Interest Inventories Aptitude Assessment Ability Assessment Vocational Assessment Transition Assessment Work Samples Work Adjustment and Motivation Transition Services Preparation & Training

32. 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 Transition Services Preparation & Training

33. 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% Transition Services Preparation & Training

34. 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% Transition Services Preparation & Training

35. 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% Transition Services Preparation & Training

36. 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% Transition Services Preparation & Training

37. 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 Transition Services Preparation & Training

38. 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 Transition Services Preparation & Training

39. Survey Updates • Posted at http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm • Questions and Comments? • Contact Information: • Dr. Pamela Luft • pluft@kent.edu • 330-672-0593 Transition Services Preparation & Training

40. 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. Transition Services Preparation & Training