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Category Archives: Deaf History & Culture

Effects of parent expectation & involvement on postschool outcomes for individuals who are D/HH

  • Effects of parent expectation & involvement on postschool outcomes for individuals who are D/HH

How parents communicate their expectations to their children plays a critical role in long-tem outcomes for students. This study explored how parental involvement and expectations affect transition outcomes for students who are deaf or hard of hearing (SDHH).

Using data from the National Longitudinal Transition Study 2 (NLTS2), the authors assessed whether or not parent involvement in school and parent expectations about their child’s future predicted outcomes in life, employment, and education. Results of the analysis showed that parental expectations were an important contributor to long-term outcomes, but that parental involvement was not. More specifically, the parent expectation that their child would live independently resulted in a greater likelihood that the child would both get a job and live independently.

DHH children whose parents held the expectation that they would be employed after high school were more likely to enroll in college, and children whose parents expected them to attend college were more likely to complete college. In each case, young adults who are DHH exceeded their parents’ expectations. This article has implications for parents of students who are DHH and professionals involved in the transition planning process, specifically regarding the importance of parent expectations for positive post-secondary outcomes.

Published on Jun 8, 2016 on youtube by, Stephanie Cawthon, Carrie Lou Garberoglio, Jackie Caemmerer, Mark Bond, and Erica Wendel.

Assessing English literacy as a predictor of postschool outcomes in the lives of Deaf individuals

  • Assessing English literacy as a predictor of postschool outcomes in the lives of Deaf individuals

National statistics show that deaf adults often do not experience success in adult life on the same level as in the general population in these three areas: life, employment, and education. Many people, including researchers, believe that negative outcomes happen because deaf people have low English literacy skills.

In order to assess whether deaf students’ English skills predicted their outcomes in adult life, the authors conducted a secondary analysis using data from the National Longitudinal Transition Study-2 (NLTS2). Results show that the standardized measures of English literacy did predict some of the outcomes in this study, yet to differing degrees.

Deaf individuals with higher literacy skills were more likely to live independently and had more positive self-beliefs, but the impact of English literacy on these outcomes was small. English skills did not play a role in employment or job satisfaction, but did predict higher hourly wages to a small extent. In educational settings, deaf individuals with higher English skills were more likely to enroll in college but not any more likely to complete their education.

It appears that school-based English literacy skills are not necessarily a comprehensive predictor of successful adult life experiences for deaf individuals. It is also important to consider that standardized measures of English may not fully capture how deaf individuals navigate the world.

Mainstream vs. Deaf School: what’s the difference?

Marta attended both mainstream and deaf schools.  She explains the difference from her point of view and discusses her education, including "Total Communication." From the documentary, Silent Memoirs - Life Stories From the Deaf....

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Serving Deaf Survivors of Domestic and Sexual Violence

  • Serving Deaf Survivors of Domestic and Sexual Violence

Published on Jan 28, 2015

Culture, Language, and Access: Key Considerations for Serving Deaf Survivors of Domestic and Sexual Violence

Recent research suggests that Deaf women experience higher rates of sexual and domestic violence than their hearing counterparts, but are often shut off from victim services and supports that are ill-equipped to respond to their unique needs. As a result, they are denied access to services that could help them safely flee from abuse, heal from trauma, and seek justice after they have been harmed. This policy brief offers practical suggestions for expanding and enhancing Deaf survivors’ access to victim services and other supports.

Nancy Smith, the director of Vera’s Center on Victimization and Safety, and Erin Esposito, the executive director of Advocacy Services for Abused Deaf Victims (ASADV), discuss emerging research on the needs of Deaf survivors.

Read Culture, Language, and Access: Key Considerations for Serving Deaf Survivors of Domestic and Sexual Violence at http://www.vera.org/pubs/special/serv...

The Vera Institute of Justice is an independent, nonprofit research and policy organization that combines expertise in research, demonstration projects, and technical assistance to help leaders in government and civil society improve the systems people rely on for justice and safety.

For more information about the Vera Institute of Justice, please visit: http://www.vera.org/