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  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), 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), 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: Higher Education Research & Development, 28(1), 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),

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), 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), 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),

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, 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), 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), 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,