Originally published August 11, 2014....
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.
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.
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....