2. 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 2 Renée Punch PhD

3. Part 2  Transition model for D/HH students  Self-advocacy and self-disclosure  Transition experiences of D/HH students

4. Transition model for D/HH students Deafness-specific transition & career guidance Deafness-specific transition & career guidance Self-determination skills Self-determination skills In-school collaboration & parent involvement In-school collaboration & parent involvement Meaningful work experience Meaningful work experience Links with post-school services Links with post-school services D/HH role models mentoring D/HH role models mentoring

5. Self-determination skills for D/HH students Self- determination Self- determination Decision-making goal-setting Decision-making goal-setting Self-advocacy & self-disclosure Self-advocacy & self-disclosure Technology awareness & management Technology awareness & management Knowledge of accommodations & legal rights Knowledge of accommodations & legal rights Communication, negotiation & assertiveness skills Communication, negotiation & assertiveness skills

6. Self-advocacy skills  Understanding of own hearing loss and strategies to address communication challenges  Using and maintaining hearing devices  Knowing appropriate accommodations  Identifying and accessing technological and other supports

7. Self-advocacy skills (cont.)  Knowing when and how to request help  Understanding legal rights in postsecondary education and workplace  Knowing how and deciding when to disclose hearing loss

8. Self-disclosure - why  To obtain supports, accommodations in post-school education, training and workplace  Easier to speak up for communication needs, ask for clarification, etc.  Removes stress of trying to “hide” hearing loss

9. Self-disclosure - when In job-seeking:  In application form, letter, CV?  At interview?  On job? In postsecondary education/training:  Before applying – visit to Disability Services  Upon accepting offer  Earlier rather than later

10. Self-disclosure - how  Describe hearing loss  Explain solutions & strategies  Explain accommodations/supports needed  Discuss options, negotiate

11. Transition studies D/HH students - USA  General vocational guidance rather than specialised services for D/HH students  Lack of expertise to address D/HH transition issues  Focus on initial choices and college entry (Luft, 2012; Luft & Huff, 2011)

12. Australian study D/HH secondary students  Lack of specialised transition preparation  Worries about using phone, working in groups, people not understanding hearing loss  Premature restriction of career choices  Little awareness of potential accommodations, strategies, solutions

13. Australian study D/HH secondary students (cont.)  Less paid work experience than comparison group peers  Avoided jobs working with the public  Little contact with D/HH adult role models (Punch, Creed, & Hyde, 2006; Punch & Hyde 2005)

14. Students’ concerns & experiences  They get a bit irritated when I don’t hear them when they’re talking to me, and I have to make them repeat the whole thing again, so that’s when they stop talking to me because they realise I’m hearing- impaired. (Female, Year 12)  I won’t be able to hear too well what they tell you to do and stuff and I’m scared I’ll get mixed up. (Male, Year 10)