1. Margarita GellerMariya Gorelik Liz KimMatt Mosteller Theodore ProcterKelly Quinn Meagan Rose

2. Research Problem Literature Review Research Question Timeline

3. Employment and income of deaf individuals is lower than that of hearing individuals 1,2 Hearing employees quickly receive raises and promotions over the deaf and hard of hearing 3

4. Mainstream vs. specialized schools Career preparation Recent trends Gaps in literature

5. (+) Improved development of oral language skills when immersed in a “natural linguistic environment” 4 (-) Less help for deaf and hard of hearing students due to lack of differentiation in the curriculum 5 (-) Less participation in the classroom 5 mainstream schools

6. (+) More friends and more opportunities for communication 5 (+) Students are more comfortable communicating with their peers 6 (-) Communicate in a homogeneous environment specialized schools

7. Dependent upon agencies for employment and family for financial security 7 Programs to start career planning in high school through RIT 8 Gallaudet students in the business program must have one internship in order to graduate 9 career preparation

8. American Disabilities Act Cochlear Implants IEP (Individualized Education Plan) –Ends when the student gets to college 6 recent trends

9. Focus on younger students –very little post-secondary education research Many studies compare hearing to deaf, but not many compare deaf to other deaf gaps in the literature

10. Are specialized or mainstream universities more effective at teaching their deaf students communication skills that are necessary to succeed in the workforce?

11. Recruiting participants Written surveys Interviews

12. Use of Disability Support Services (DSS) Liaison at Gallaudet recruiting participants

13. written surveys Online surveys, through email Original instrument created by the team

14. interviews During –Maryland & Gallaudet –Interpreter –Class environment, academic requirements, career development After –Analysis of communication skills –Existing rubric Comm. department, online, Gallaudet

15. spring 2008: gantt chart

16. junior year Junior Colloquia Draft & distribute online survey Conduct interviews Statistical & qualitative analysis Begin to draft thesis Begin to draft journal article

17. senior year Final thesis paper Apply for academic journal publication Team Thesis Conference

18. Questions?

19. 1 Wheeler-Scruggs, K. (2002). Assessing the employment and independence of people who are deaf and low functioning. American Annals of the Deaf, 147(4), 11-17. 2 Winn, S. (2006). Is there a link between hearing aid use, employment, and income. American Annals of the Deaf, 151(4), 434-440. 3 Bullis, M., Davis, C., Bull, B., & Johnson, B. (1997). Expectations versus realities: examination of the transition plans and experiences of adolescents who are deaf and adolescents who are hearing. Rehabilitation Counseling Bulletin, 40(4), 14-251. 4 Herring-Harrison, T. J., Gardner III, R., & Lovelace, T. S. (2007). Adapting peer tutoring for learners who are deaf or hard of hearing. Intervention in School & Clinic, 43(2), 82-87. 5 Angelides, P., & Aravi, C. (2007). A comparative perspective on the experiences of deaf and hard of hearing individuals as students at mainstream and special schools. American Annals of the Deaf, 151(5), 476-487. 6 Bonds, B. G. (2003). School-to-work experiences: Curriculum as a bridge. American Annals of the Deaf, 148(1), 38-48. 7 Wheeler-Scruggs, K. (2002). Assessing the employment and independence of people who are deaf and low functioning. American Annals of the Deaf, 147(4), 11-17. 8 Bradley, M. (2004). A quiet success: career and technical education for deaf students. Techniques: Connecting Education and Careers, 79(2), 17-24. 9 Bollag, B. (2006). The debate over deaf education. Chronicle of Higher Education, 52(36), 18-21.