National Survey of Transition Services for DHH Students

1. National Survey of Transition Services for DHH Students DCDT International Conference October 18, 2007 Pamela Luft, Ph.D. Kent State University

2. Purpose • Present preliminary data from a national survey of programs serving Deaf and Hard-of-Hearing (DHH) students at secondary levels • Based on directory listing from the American Annals of the Deaf, 2007. • 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 • National Longitudinal Transition Surveys #1 and #2 • Low response rate from programs Transition Services Preparation & Training

4. Study Rationale • Publications since have described transition concerns but have not collected program data • Have described transition issues and concerns. • Bowe, 2003; Danek & Busby, 1999; Luckner, 2002. Transition Services Preparation & Training

5. 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

6. Study Rationale • Strong vocational program emphasis in residential schools • What is the impact of placement change on transition preparation of DHH students—What are programs offering/not offering? Transition Services Preparation & Training

7. 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 for each category, a 15% selection rate is identified, rounded to the nearest whole number. Transition Services Preparation & Training

8. Sample of Call Rule Transition Services Preparation & Training

9. Methodology • Random selection: • Call rule used to determine number of programs to contact per category within each state • A random number generator produced a sequential (non-repeating numbers) list, according to the number of programs of each type, for each state • Generator: www.random.org/. Transition Services Preparation & Training

10. Methodology • Research assistants contact programs using the random numbers list until 15%, or at least one per program category responded. • Telephone contact using directory- • Asked if willing to participate in online or telephone survey about transition program offerings • Asked for referral to person knowledgeable about DHH programs, if not as listed Transition Services Preparation & Training

11. Methodology • All contact information entered into spreadsheet by state, program type, contact info, and researcher • Confidentiality: • Responses coded on separate form from contact form • Demographic information on response form is voluntary Transition Services Preparation & Training

12. Survey Instrument • Literature review of transition survey instruments across 20 articles • Compilation 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

13. Initial Survey Instrument • Response categories: • Academic focus • Vocational focus • Multiple disabilities Transition Services Preparation & Training

14. 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) Initial Survey Instrument Transition Services Preparation & Training

15. Initial Survey Pilot • Respondents were not knowledgeable about all program areas • Survey was overly-lengthy • Quality of responses was reduced • Danger of poor interview response rate Transition Services Preparation & Training

16. Final Survey Instrument • Short online survey using Silhouette (Flashlight Online) • Focused on key program components • Radio-button responses with comments • Survey Instrument • Online Survey • Excel Results • “Analyze” function of Silhouette Transition Services Preparation & Training

17. Preliminary Results • Under-response overall • More responses are being added and reminders sent out to • Overrepresentation in certain categories • Multiple initial contacts to address nonresponders • Additional responses will be deleted from final analyses Transition Services Preparation & Training

18. Employment Preparation Transition Services Preparation & Training

19. Comments: Employment Preparation • Most of my students take a Business class with a lot of career exploration. • DHH teachers work closely with our Vocational Training Specialist and Transition Coordinator. • We have a transition aide at each high school that works with all SWD. • We are unable to take students off campus to job shadow. • Our paid work experiences were canceled this year due to budget cuts. • Our DHH students in the general educ curriculum have no access to these courses. • Students participate in weekly employment related meetings with peers. • We offer a comprehensive work training program, both on and off campus, including internships, supported employment, and job shadowing. Transition Services Preparation & Training

20. Postsecondary Preparation Other: CAD, Photoshop & Publisher, desktop pub, WebCT, web dev & graphics Transition Services Preparation & Training

21. Comments: Postsecondary Preparation • Our students have access to a nearby technical college and utilize the latest assistive technology. • I help to set up tours, but I can’t take the students on tours. • Our district believes that housing and college tours is a parent responsibility. • For AP courses, most students are 16 yrs but functioning at K-1 grade reading. • We are not allowed to have email for students. • College Day is each Nov and we take field trips near the school. • The high school guidance counselor provides information. • They receive the same services as their non-disabled peers. • My high school students do online research and gather information on colleges, their rights at college and the work place. Transition Services Preparation & Training

22. Independent Living Other: VRS & Sidekicks Transition Services Preparation & Training

23. Independent Living Transition Services Preparation & Training

24. Comments: Independent Living • Our students play the lead role in their IEPs. • Much of the content depends on their diploma option. We had more time and freedom to pursue functional skills before NCLB. • Students only receive functional academics if they are intellectually disabled. • We work with adult service agencies to develop plans and help students understand their future. • We need to focus much more on orienting deaf youths to their rights as citizens. They take this with “mainstream” students and often this is not addressed to meet their needs. • All is incorporated into their IEP transition plan. • All of our seniors are required to take a class that includes budgeting, banking, insurance, relationships, child development, communication, etc. Transition Services Preparation & Training

25. Community Participation Transition Services Preparation & Training

26. Comments: Community Participation • We don’t focus on leisure time and community participation. Some students take part in community Deaf theatre. • This is incorporated into their IEP plan. • All students must be involved in community projects. All students have recreational/athletic experiences. We pay registration fees for unique activities that some want. • Students are welcome to join a non-school based “Teen Club”. • We do touch on these areas but it is fairly minimal. • Community skills are taught only in classes for intellectual disabilities. • Students participate in a social group with deaf peers. • Our students are connected in a variety of ways through contests, contacts, etc. Transition Services Preparation & Training

27. Transition Assessments Transition Services Preparation & Training

28. Comments: Transition Assessments • We use the Magellan and WOIS interest tests, as well as nonverbal tests with some students. • We use Choices, FACTS.org, Careers for Me, PLAN. • Computer-based interest inventories and interviews. • Having a Transition Coordinator, Vocational Training Specialists, as well as interpreters has really enhanced this portion of our program. • Ability testing is not a part of determining DHH qualification to our program. • We use the transition planning survey provided by our state dept. of educ. • The assessments are taken in the 8th grade because of Carl Perkins and IDEA’s requirements. • This is a strong suit of ours. We work with an agency that provides services to the Deaf. Transition Services Preparation & Training

29. Demographics Transition Services Preparation & Training

30. Summary of Results • Employment Preparation • Most programs provide: • Career awareness and exploration • Work experience and information about job applications. • Fewer provide: • Community work in a preferred field (34%) • Career advancement (24%) • Job and career change (27%) • Postsecondary Preparation • Most provide basic computer training, postsecondary and entrance information. Transition Services Preparation & Training

31. Summary of Results • Independent & Community Living • Most programs provide: • Rights, IEP information, and accommodations (81-92%) • Daily Living Skills and adult services (74-82%) • Functional academics (89-95%) • Community participation skills (76-85%) • Transition Assessments • Most gave interest inventories (85%) • Many gave transition assessments (58%) • Few assessed work adjustment (24%) Transition Services Preparation & Training

32. Conclusions and Conundrums • Disability & rights issues • Disability disclosure (56%) vs. • Legal rights (81%) and IEP meetings (90%) vs. • Interpreters (92%) and AT (84%) • Global job market issues • Career advancement (24%) & • Job/career change (27%) • Postsecondary preparation for DHH • Site visits (69%) and orientation (61%) • Evaluating disability services & supports • Digging deeper—beyond requirements and applications: • Financial aid (79%) and housing (44%) Transition Services Preparation & Training

33. What is the impact of educational placement change? • Comments were more revealing of limitations due to: • General education curriculum • 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 Transition Services Preparation & Training

34. Limitations and Further Work • Follow-up 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 • Residential vs. large vs. small programs Transition Services Preparation & Training

35. Questions and Comments • Contact Information: • Dr. Pamela Luft • pluft@kent.edu • 330-673-0593 • Project Website: • http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm Transition Services Preparation & Training

36. References • Allen, T. E., Rawlings, B. W., & Schildroth, A. N. (1989). Deaf students and the school-to-work transition. Baltimore, Paul H. Brookes. • 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. • 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 Transition Services Preparation & Training