Education Commons^™

Deaf Adults’ View Of Having Speech Language Therapy In Early Schooling, Ashley Greene, Diane Clark, G. Marissa Ramos, Caroline K. Koo, Megan B. Wimberly, Danielle Goyette

JADARA

Speech therapy and interactions with Speech Language Pathologists (SLPs) during early adolescence is a common experience of many Deaf individuals. The decision to attend speech therapy is typically made by their hearing parents in conjunction with medical and educational professionals who hold the view that deaf children need to fit into the hearing world (Harmon, 2013). With the American Speech-Language-Hearing Association (ASHA) showing that the majority of currently licensed SLPs work in school settings (ASHA, 2018) coupled with the fact that the majority of deaf children receive some speech therapy in their early schooling years, the team wanted to know …

Deaf Cultural Capital And Its Conflicts With Hearing Culture: Navigational Successes And Failures, Ashley Greene-Woods, Natalie J. Delgado, Beverly Buchanan, Misty Sides, Abbas Ali Behmanesh, Brian Cheslik, Caroline K. Koo, M. Diane Clark

JADARA

Despite the creation and implementation of laws intended to support and protect Deaf individuals, stories of limited opportunities and oppression within the workplace still exist and are pervasive. Current research in regard to Deaf individuals’ upward mobility includes a discussion of cultural capital, Imposter Syndrome, and navigational capital. To further understand the experiences of Deaf individuals, the research team conducted a mixed-methods study utilizing surveys and interviews. The results provided insight regarding challenges experienced by the participants in either-or-both their education and employment. The data suggests that the use of navigational capital was the most significant predictor for upward mobility.

Post-Secondary Employment And Education Outcomes Of Young Adults Reporting Both Vision And Hearing Impairments In The High School Longitudinal Study Of 2009, Emily M. Lund

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This article reports the post-secondary education and work activities of 43 young adults who reported a history of both hearing and vision disabilities (i.e., deafblindness [DB] in Wave 4 of the High School Longitudinal Study of 2009. Most of the sample reported having worked, attended post-secondary education, or both since completing secondary education. Approximately half of the sample still lived with their parents, and most reported receiving financial support from their parents. Thus, although engagement in work and education was relatively high, most participants had not achieved financial independence.

Understanding Deaf And Hard Of Hearing College Student Experiences Of School Social Work Services In The K-12 Education System, Kota Takayama

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This article focuses on Deaf and Hard of Hearing college students’ experiences with school social work services. This study surveyed 136 Deaf and hard of hearing college students about their experiences with school social work services, their concerns about social workers’ competencies, and service delivery. The results of the study imply that school-based social work services should be culturally relevant and school social workers culturally competent. Furthermore, the results indicated that respondents ranked services they felt most comfortable asking about and which aspects of service delivery they felt were most important.

Understanding The Language Experiences And Motivations Of Deaf Adolescent Latino Struggling Readers, Melissa Herzig

JADARA

Current American methods for educating Deaf adolescent Latino struggling readers need to change in order to maximize learning opportunities. This begins with identifying student strengths and building on them to help students gain new and productive skills. It is imperative to understand Deaf students’ socio-cultural backgrounds, interests, needs, and values through ethnographic research in order to identify what motivates these Latino Deaf adolescents to read. This information could guide teachers and specialists in redesigning and tailoring instruction for these students.

Transfer Of Learning From Collegiate Deaf And Hard Of Hearing Graduates To Their Employment Outcome: An Exploratory Study, Mark J. Myers, Kota Takayama

JADARA

This exploratory study of learning transfer from collegiate education to employment outcomes investigated the work experiences among deaf and hard of hearing adult college graduates. The significance of the study was incorporated in a quantitative method design targeting 19 of 64 participants in a single employment outcome. The participants received the highest ratings in teamwork and communication skills. Although gender was not originally a factor in this study, an independent test uncovered that female and male participants had significant differences in the transfer of learning competencies in the areas of communication and teamwork. A recommendation for the future is to …

Characteristics, Services, And Outcomes Of Vocational Rehabilitation Consumers Who Are Deaf-Blind, Jennifer L. Cmar, Michele C. Mcdonnall

JADARA

Limited research has been conducted regarding the characteristics, services, and outcomes of consumers served by Vocational Rehabilitation (VR) agencies in the United States who are deaf-blind. This article provides descriptive information about this population based on Rehabilitation Services Administration Case Service Report (RSA-911) data from fiscal years 2013, 2014, and 2015. The article also includes a discussion of inconsistencies in use of disability category codes to classify VR consumers who are deaf-blind, emphasizing the need for agencies to utilize a consistent classification system that reflects the diverse characteristics of this population.

Interdisciplinary Collaboration To Ensure The Well-Being Of Deaf And Hard Of Hearing Students With Complex Needs, Deb S. Guthmann Ed.D, Kim Mathos D.O., M.P.H.,, Jessica Richter M.S.

JADARA

Compared to their hearing counterparts, students who are deaf or hard of hearing face unique challenges as they transition from high school to post high school activities. Students who have co-occurring physical, behavioral health, intellectual or autism related challenges may be at higher risk of destabilization in placement or service access when they are no longer eligible for special education services. In this exploratory study, we aim to begin to quantify how transition coordinators and schools that serve deaf or hard of hearing students collaborate with behavioral health care providers, social service, or developmental disability providers when children they serve …

Work-Related Resilience: Deaf Professionals’ Perspectives, Kim B. Kurz, Peter C. Hauser, Jason D. Listman

JADARA

Ten Deaf professionals were interviewed about their perspectives on resilience risk and protective factors that affect career success. Thematic analysis revealed four main risk factors, all related to inequalities: (a) audism and linguistism; (b) networking challenges; (c) working harder than hearing peers; and, (d) promotion limitations. The Deaf community was described as a resilience protective factor that counters the work-related risk factors because it provides: (a) social support; (b) role models; and, (c) “Deaf can” optimism. The results have important implications for vocational rehabilitation, education and counseling programs as they highlight the protective factors Deaf employees need for work-related resilience.

Peer Victimization In Students Who Are Deaf And Hard Of Hearing: Exploring Educational Placement, Emily M. Lund, Scott W. Ross

JADARA

Forty-five American students who are Deaf/hard of hearing (SWD/HOH) in grades 5-12 completed a survey assessing their experiences with peer victimization. Almost four-fifths reported victimizing peers over the past two months, and almost 90% reported being the victim of peer victimization during that same timeframe. The most commonly reported types of peer victimization were verbal and relational aggression. Students who attended a Deaf-only campus reported greater mean victimization than those attending magnet programs located in general education schools. The results highlight the need for evidence-based programs that address peer victimization among SWD/HOH.

The Art Of Managing Expectations: Vocational Rehabilitation Counselors As Mediators Of Expectations Between Clients Who Are Deaf And Potential Employers, Stephanie W. Cawthon, Rachel Leppo, Duncan Dickson, Sarah Schoffstall, Erica Wendel

JADARA

Services for individuals who are deaf or hard of hearing (DHH) often include tailored strategies for successful employment placement. Using Oliver’s (1980) Expectation Confirmation Theory, this study utilized exploratory and confirmatory analyses of semi-structured interviews of 10 VR professionals to examine their view of the role expectations play in their assessment of important factors that lead to successful outcomes for DHH clients. Analysis revealed a complex, multilevel system in which VRCs operate as active mediators of the expectations of both clients who are DHH and their potential employers.

Is Speech Intelligibility Of Deaf And Hard Of Hearing People A Barrier For Occupational Competence?, Tova Most, Amatzia Weisel, Rachel Gali-Cinamon

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The goal of the study was to evaluate the relationships between Speech Intelligibility (SI) and Occupational Competence (OC) of young deaf and hard of hearing (D/HH) adults. Thnty six young adults completed SI and 00 self-report questionnaires. The results indicated that occupations requiring less communication were considered to be more suitable than those requiring more communication. The level of prestige did not have a significant influence upon the ratings. SI was not found to be related to OC. The results suggest that D/HH young adults did not consider SI to be a barrier in the vocational domain.

The Career Experiences Of Deaf Supervisors In Education And Social Service Professions: Choices, Mobility And Networking A Qualitative Study, Denise Kavin, Kim Brown-Kurz,

JADARA

In this qualitative study, the researchers interviewed eleven deaf and hard of hearing

professionals holding supervisory positions in educational and social service professions regarding factors that have affected their career experiences, specifically regarding choices, mobility, and networking. The respondents shared their experiences navigating the career ladder, including strategies used to move forward in the workplace such as networking and the use of technologies. Common threads such as tokenism and merit, communication access, and self-imposed limitations related to career choices, mobility, and networking were identified and discussed.

Survey Of Leadership Programs: Valued Characteristics Of Leadership Within The Deaf Community, Deborah Kamm-Larew, Marcia Lamkin

JADARA

This study surveyed leadership programs operating for and by the Deaf community through questionnaire and interview data. Three categories of leadership development were identified as currently operating in the United States for people who are Deaf and Hard of Hearing: youth leadership programs, special interest mentoring groups, and formal leadership training programs focused on professional development and leadership skills. In addition, this study identified common leadership traits and training methods within these programs. Using a randomized list of leadership traits, valued characteristics were identified. The traits chosen most often were empowerment, advocacy, and decision making skills.