Post on 19-Dec-2015
National Survey of Transition Services for DHH
Students
DCDT International Conference
October 18, 2007Pamela Luft, Ph.D.
Kent State University
October 2007 Transition Services Preparation & Training
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
October 2007 Transition Services Preparation & Training
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
October 2007 Transition Services Preparation & Training
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.
October 2007 Transition Services Preparation & Training
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)
October 2007 Transition Services Preparation & Training
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?
October 2007 Transition Services Preparation & Training
Methodology
State contacts:Program categorization
ResidentialLarge: 35 or more students, K-12Small: 34 or fewer studentsPrograms without accurate number listings are contacted and then categorized.
Random selection of 15% of programsFor each state and for each category, a 15% selection rate is identified, rounded to the nearest whole number.
October 2007 Transition Services Preparation & Training
Sample of Call Rule
No. Pgms Stat Calc To Call21 3.15 322 3.30 323 3.45 324 3.60 425 3.75 426 3.90 427 4.05 428 4.20 429 4.35 430 4.50 531 4.65 532 4.80 533 4.95 534 5.10 535 5.25 536 5.40 537 5.55 638 5.70 639 5.85 640 6.00 6
No. Pgms Stat Calc To Call1 0.15 12 0.30 13 0.45 14 0.60 15 0.75 16 0.90 17 1.05 18 1.20 19 1.35 110 1.50 211 1.65 212 1.80 213 1.95 214 2.10 215 2.25 216 2.40 217 2.55 318 2.70 319 2.85 320 3.00 3
October 2007 Transition Services Preparation & Training
Methodology
Random selection:Call rule used to determine number of programs to contact per category within each stateA 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/.
October 2007 Transition Services Preparation & Training
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 offeringsAsked for referral to person knowledgeable about DHH programs, if not as listed
October 2007 Transition Services Preparation & Training
Methodology
All contact information entered into spreadsheet by state, program type, contact info, and researcherConfidentiality:
Responses coded on separate form from contact formDemographic information on response form is voluntary
October 2007 Transition Services Preparation & Training
Survey Instrument
Literature review of transition survey instruments across 20 articles
Compilation across five categoriesEmployment PreparationPostsecondary PreparationIndependent LivingCommunity ParticipationAssessment
How information is collected regarding the students’ transition areas
October 2007 Transition Services Preparation & Training
Initial Survey Instrument
Response categories:Academic focusVocational focusMultiple disabilities
October 2007 Transition Services Preparation & Training
Initial Survey Instrument
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)
October 2007 Transition Services Preparation & Training
Initial Survey Pilot
Respondents were not knowledgeable about all program areasSurvey was overly-lengthy
Quality of responses was reducedDanger of poor interview response rate
October 2007 Transition Services Preparation & Training
Final Survey Instrument
Short online survey using Silhouette (Flashlight Online)
Focused on key program componentsRadio-button responses with comments
Survey InstrumentOnline SurveyExcel Results
“Analyze” function of Silhouette
October 2007 Transition Services Preparation & Training
Preliminary Results
Under-response overallMore responses are being added and reminders sent out to
Overrepresentation in certain categories
Multiple initial contacts to address nonrespondersAdditional responses will be deleted from final analyses
October 2007 Transition Services Preparation & Training
Employment Preparation
Community-Based Work
0%
20%
40%
60%
80%
100%
J ob Shadowing Work
Experience
Preferred
Field
Paid
Employment
Career Development
0%
20%
40%
60%
80%
100%
Career Awareness Career Exploration Work Experience Career
Advancement
Job Search & Maintenance
0%20%40%60%80%
100%
App
licat
ions
Dis
abilit
yD
iscl
osur
e
Inte
rvie
ws
Inte
rper
son
al S
kills
Job/
Car
eer
Cha
nge
Per
cen
tag
e o
f P
rog
ram
s
October 2007 Transition Services Preparation & Training
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.
October 2007 Transition Services Preparation & Training
Postsecondary PreparationComputer Training
0%
20%
40%
60%
80%
100%
Microsoft Word Excel PowerPoint Other:
Inter net Tr aining
0%
20%
40%
60%
80%
100%
Email Searches Ethics & Security
Other: CAD, Photoshop & Publisher, desktop pub, WebCT, web dev & graphics
Entrance Procedures
0%20%40%60%80%
100%
Entr
ance
Requirem
ents
Applic
atio
n
Pro
cesses
Fin
ancia
l Aid
Housin
g
Arr
angem
ent
sPerc
en
tag
e o
f P
rog
ram
s
October 2007 Transition Services Preparation & Training
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.
October 2007 Transition Services Preparation & Training
Independent LivingSelf-Determination
0%
20%
40%60%
80%
100%
TimeManagement
Legal Rights IEP Meetings Goal Setting
Per
cen
tag
e o
f P
rog
ram
s
Personal Accommodations
0%
20%
40%
60%
80%
100%
Interpreters Assistive Technology Other
Daily Living Skills
0%20%40%60%80%
100%
Hou
sing
Mar
riage
/Fa
mily
Tra
nspo
rtat
ion
Hea
lthca
re
Per
cen
tag
e o
f P
rog
ram
s
Other: VRS & Sidekicks
October 2007 Transition Services Preparation & Training
Independent Living
Functional Academics
0%20%40%60%80%
100%
Lite
racy
&
Com
mun
icat
ion
Mat
h
Scie
nce
Soci
al S
tudi
es
Per
cen
tag
e o
f P
rog
ram
s
Adult Services and Supports:
VR, SSI, SSDI
0%
20%
40%
60%
80%
100%
Yes No
October 2007 Transition Services Preparation & Training
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.
October 2007 Transition Services Preparation & Training
Community Participation
Community Participation: Recreation & Leisure,
Socialization & Friendship, Community Involvement
0%
20%
40%
60%
80%
100%
Yes No Yes No Yes No
Pe
rce
nta
ge
of
Pro
gra
ms
October 2007 Transition Services Preparation & Training
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.
October 2007 Transition Services Preparation & Training
Transition Assessments
Types of Assessments
0%
20%
40%
60%
80%
100%In
tere
stIn
vent
orie
s or
Che
cklis
ts
Apt
itude
Ass
essm
ents
Abi
lity
Ass
essm
ents
Voc
atio
nal
Ass
essm
ents
Tra
nsiti
onA
sses
smen
ts
Wor
k S
ampl
es
Wor
kA
djus
tmen
tPer
cen
tag
e o
f P
rog
ram
s
October 2007 Transition Services Preparation & Training
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.
October 2007 Transition Services Preparation & Training
Demographics
Survey Response Demographics
0%
20%
40%
60%
80%
100%
Small: ≤ 34 Large: ≥ 35 Residential
Type of Program
Per
cen
tag
e o
f P
rog
ram
s
October 2007 Transition Services Preparation & Training
Summary of Results
Employment PreparationMost programs provide:
Career awareness and explorationWork experience and information about job applications.
Fewer provide:Community work in a preferred field (34%)Career advancement (24%)Job and career change (27%)
Postsecondary PreparationMost provide basic computer training, postsecondary and entrance information.
October 2007 Transition Services Preparation & Training
Summary of Results
Independent & Community LivingMost 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 AssessmentsMost gave interest inventories (85%)Many gave transition assessments (58%)Few assessed work adjustment (24%)
October 2007 Transition Services Preparation & Training
Conclusions and Conundrums
Disability & rights issuesDisability disclosure (56%) vs. Legal rights (81%) and IEP meetings (90%) vs.Interpreters (92%) and AT (84%)
Global job market issuesCareer advancement (24%) &Job/career change (27%)
Postsecondary preparation for DHHSite visits (69%) and orientation (61%)
Evaluating disability services & supportsDigging deeper—beyond requirements and applications:
Financial aid (79%) and housing (44%)
October 2007 Transition Services Preparation & Training
What is the impact of educational placement change?
Comments were more revealing of limitations due to:
General education curriculumDiploma requirementsRural location
General program availabilityAvailability to all through generic school servicesSome programs were available, but not necessarily offered to all DHH students
October 2007 Transition Services Preparation & Training
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 comparisonsResidential vs. large vs. small programs
October 2007 Transition Services Preparation & Training
Questions and Comments
Contact Information:Dr. Pamela Luftpluft@kent.edu330-673-0593
Project Website: http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm
October 2007 Transition Services Preparation & Training
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