Transition is the process all students go through as they move from a high school setting to what lies beyond. Transition programs assist students and their parents plan for life after high school in a proactive and coordinated way. An effective transition program provides students with the tools and the confidence to assume responsibility for their educational and employment decisions as they move into adulthood.
By, Stephanie Cawthon, Jackie Caemmerer and the RES team
Parental involvement and parental expectations are important factors in successful academic and career outcomes for students who are deaf and hard of hearing. This article describes the results of a national needs assessment survey conducted by pepnet2 in the spring of 2012. Study participant were parents of SDHH or SDHH with additional disabilities (SDHH+) who were asked to provide their perceptions of the transition planning process. Participants were also asked to report on their expectations of postsecondary education and employment for their children who are DHH. The analysis resulted in several findings related to level of satisfaction with transition planning and parent expectations of transition outcomes for their DHH children. Parents of SDHH+ and parents who identified at DHH themselves were more satisfied with the transition planning process than other parents. Parents were optimistic about their children’s future, with most parents expecting their child would complete a bachelors degree or higher. This article has implications for transition planning practices and provides direction for research on issues related to transition. Specifically, future research efforts should focus on the relationship between parents’ experience with transition, and their expectations for future success for their DHH and DHH+ children.
By, Sarah Schoffstall and Stephanie Cawthon
Self-advocacy skills are critical for success in post-secondary settings for students who are d/Deaf or hard-of-hearing (SDHH). This article consisted of a review of education and disability literature and found that students with disabilities who employ self-advocacy skills, including knowledge of themselves, knowledge of their rights, communication skills and leadership skills, achieve greater academic and lifetime outcomes. These findings suggest that SDHH students who are preparing to transition into post-secondary settings can benefit from self-advocacy skill development. IEP teams working with DHH students at the secondary level are at a unique position to promote and support their students’ self-advocacy skill development through transition planning and through their Individualized Education Plans. This article has important implications for professionals who work with SDHH during the transition process to post-secondary settings.
Learn more about strategies to support and encourage students academically, socially, and emotionally during the transition from high school to postsecondary education.
Provides information and resources for deafblind students and their parents as they plan for or participate in postsecondary education and training