Download Transition to Careers Personnel Part 4 (pptx

SUPPORTING ADOLESCENTS WHO
ARE DEAF OR HARD OF HEARING IN
TRANSITION TO POST-SCHOOL
EDUCATION & EMPLOYMENT
A narrated PowerPoint for careers personnel
September 2015
Part 4
Renée Punch PhD
Part 4 - Focus on postsecondary education
Postsecondary education
& D/HH students
 D/HH students have lower completion rate
 Some do not disclose & seek accommodations – until failing
 Even when provided with accommodations, have less access
to full academic and social participation
Griffith University Deaf Student Support Program
study
 257 students identified as DHH on enrolment
 43% accessed Deaf Students Support Program
 Lower rate of withdrawal and deferral among those who used DSSP
(Hyde et al., 2009)
Factors associated with graduation for DHH
students
 Social & interpersonal skills
 Preparation in advocating for needs and accommodations
 Academic readiness + social & self-advocacy skills + institutional readiness
(Cawthon et al., 2015; Cawthon et al., 2014)
Disability Standards for Education (2005)
Rights and requirements cover:
 Enrolment
 Participation
 Curriculum development and delivery
 Student support services
 Harassment and victimisation
VET sector in Victoria
DeafConnectED liaises with TAFEs & private colleges
Provides DLOs and teachers with support & information including:
 Deafness awareness training
 Strategies to assist and enhance learning
 An understanding of the literacy needs of deaf people
 Resources and tips for success
Supports in postsecondary education
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Auslan interpreting services
Notetaker services
Speech-to-text services
Alternative exam arrangements
Specialised tutoring
Reasonable adjustments for professional placements, internships and other
workplace arrangements
 Transcription of audio visual material if not already captioned
 Access to assistive listening devices (e.g. FM systems)
Summary of transition
needs
 Vocational guidance specific to deafness-related issues
 Liaison between school careers personnel and teachers of
the deaf
 Help to identify foreclosed choices, analyse perception of
barriers, modify self-efficacy beliefs
Transition needs (cont.)
 Development of students’ awareness of accommodations available
 Awareness of disability discrimination legislation
 Help in accessing technical assistive devices and systems available
Transition needs (cont.)
 Work experience + follow-up discussion
 Self-determination instruction, including self-advocacy,
negotiation, assertiveness skills
 Discussion around how and when to disclose hearing loss
Transition needs (cont.)
 Parental involvement
 Link with employers, employment services, disability support
services in further education
 D/HH role models
Transition to post-school
life
 Transition is a bridge between the security and structure offered by
the school and the opportunities and risks of adult life
 Careers personnel, teachers of the deaf, and families need to work
together to ensure best transition for students who are D/HH
References
Cawthon, S. W., Caemmerer, J. M., Dickson, D. M., Ocuto, O. L., Ge, J., &
Bond, M. P. (2015). Social skills as a predictor of postsecondary outcomes for
individuals who are deaf. Applied Developmental Science, 19(1), 19-30.
Cawthon, S. W., Schoffstalll, S. J., & Garberoglio, C. (2014). How ready are
postsecondary institutions for students who are d/Deaf or hard-of-hearing?
Education Policy Analysis Archives, 22(13), 1-22.
Hyde, M., Punch, R., Power, D., Hartley, J., Neale, J., & Brennan, L. (2009).
The experiences of deaf and hard of hearing students at a Queensland
university:1985-2005. Higher Education Research & Development, 28(1), 85-98
Jahncke, H., & Halin, N. (2012). Performance, fatigue and stress in open-plan
offices: The effects of noise and restoration on hearing impaired and normal
hearing individuals. Noise and Health, 14(60), 260-272.
References (cont.)
Kohler, P. D. (1996). Taxonomy for Transition Programming. Champaign: University of
Illinois.
Luft, P. (2012). A national survey of transition services for deaf and hard of hearing
students. Career Development and Transition for Exceptional Individuals.
Luft, P., & Huff, K. (2011). How prepared are transition-age deaf and hard of hearing
students for adult living? Results of the Transition Competence Battery. American Annals
of the Deaf, 155(5), 569-579.
Mackersie, C. L., MacPhee, I. X., & Heldt, E. W. (2015). Effects of hearing loss on heart
rate variability and skin conductance measured during sentence recognition in noise. Ear
and Hearing, 36(1), 145-154.
Punch, R., & Hyde, M. (2005). The social participation and career decision-making of
hard-of-hearing adolescents in regular classes. Deafness and Education International,
7(3), 122-138.
References (cont.)
Punch, R., Creed, P. A., & Hyde, M. (2006). Career barriers perceived by hard of hearing
adolescents: A mixed methods analysis. Journal of Deaf Studies and Deaf Education, 11,
224-237.
Punch, R., & Hyde, M. (2010). Children with cochlear implants in Australia: Educational
settings, supports, and outcomes. Journal of Deaf Studies and Deaf Education, 15(4),
405-421.
Punch, R., & Hyde, M. (2011). Social participation of children and adolescents with
cochlear implants: A qualitative analysis of parent, teacher, and child interviews. Journal
of Deaf Studies and Deaf Education, 16(4), 474-493.
Punch, R., Hyde, M. B., & Power, D. J. (2007). Career and workplace experiences of
Australian university graduates who are deaf or hard of hearing. Journal of Deaf Studies
and Deaf Education, 12, 504-517.