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Post-school Transitions of People who are Deaf or Hard of Hearing

Post-school Transitions of People who are Deaf or Hard of Hearing. The project. C ommissioned by the NDCS in 2012 Its aim is to investigate the post-school transition process for young people who are deaf or hard of hearing The team Professor Sheila Riddell Mariela Fordyce

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Post-school Transitions of People who are Deaf or Hard of Hearing

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  1. Post-school Transitions of People who are Deaf or Hard of Hearing

  2. The project • Commissioned by the NDCS in 2012 • Its aim is to investigate the post-school transition process for young people who are deaf or hard of hearing • The team Professor Sheila Riddell Mariela Fordyce Rachel O’Neill ElisabetWeedon Audrey Cameron

  3. Context of the research • The Education (Additional Support for Learning) (Scotland) Act 2004 • Scottish Government report on the implementation of the ASL Act (2012) • The Doran Review(Scottish Government, 2012) • Post-16 Transitions Policy and Practice Framework(Scottish Government, 2012)

  4. Methods • An analysis of policy and legislation • An analysis of official statistics • In-depth interviews with thirty young people aged 18-24

  5. In-depth interviews • School background • Post-school transition planning • Experiences of post-16 education, training and employment • Personal background: identity and social capital

  6. Key findings • Good level of support in schools, but some inconsistency across local authorities • Most commonly cited difficulties in school were related to social adjustment • Most respondents did not have transition plans • Young people from socially-advantaged backgrounds managed their own transitions

  7. Transitions to adult audiology • High level of care of paediatric audiology • Some complaints about adult services: • waiting times • less frequent and less thorough check-ups • different hearing aids • no named person • lack of deaf awareness

  8. Case study: Jack, HE graduate ‘It’s one of the least deaf aware places I’ve ever been.’ ‘[Adult audiology] will just leave you for weeks and they don’t seem geared up to understand that I might have a job or be at university or that I might be utterly reliant on my hearing aid. ‘ ‘That’s been the biggest issue of the transition for me.’

  9. Nature of transitions • Several transitions at the same time → ‘black hole’ • Multi-agency partnerships • Developments in policy and legislation • Funding • Young person’s hopes and aspirations

  10. Thank you for listening!For more information about the project and our forthcoming dissemination seminar please visithttp://www.ed.ac.uk/schools-departments/education/research/centres-groups/creid/projects/postsch-trans-young-hi

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