E-grāmata: Promoting Positive Transition Outcomes: Effective Planning for Deaf and Hard of Hearing Young Adults

Luft begins with an overview of the historical and current challenges to DHH students and describes the restricted employment opportunities that were open to DHH adults in the past. She then reviews the history of rehabilitation and workforce legislation, which now mandates that every student with an individualized education plan (IEP) have a transition plan in place by the age of 16. Most schools, however, are not equipped to meet the needs of a population as diverse as DHH students. Luft describes the services that are currently available in high schools and offers recommendations for strengthening transition team planning by reaching out to external experts. The volume concludes with suggestions for creating a theoretical framework to address the challenges of transition planning for deaf and hard of hearing students.

Many students struggle with the transition from high school to the next stage of their lives. For deaf and hard of hearing (DHH) students, that struggle can be intensified by barriers and discriminatory attitudes they face in their communities, schools, and workplaces. Though much progress has been made, they are often underemployed and underpaid, and they receive postsecondary training at lower rates than other disability groups. Author Pamela Luft explores the reasons for these statistics and offers strategies and resources that can improve outcomes.

       Promoting Positive Transition Outcomes is the most comprehensive discussion of transition planning and results for DHH students now available. Luft begins with an overview of the historical and current challenges to DHH students and their academic and vocational potential. She explores the importance of forming an identity and building foundational social and problem-solving skills. She then reviews the history of rehabilitation and workforce legislation, which now mandates that every student with an individualized education plan (IEP) have a transition plan in place by the age of 16. Most schools, however, are not equipped to meet the needs of a population as diverse as DHH students. She examines the services that are currently available in high schools and offers recommendations for strengthening transition team planning by reaching out to external experts. The volume concludes with suggestions for creating a framework to address the challenges of transition planning for deaf and hard of hearing students and offers guidance on building effective plans.