Transition Survey Results

From the journal article completed by:

Students with Sensory Disabilities in Transition:

What Do They Need?

Karen Shrawder
Susan Berkeley
Anne Marie McDonnell
E. Joe Sizemore

ARP740
Special Topics
San Diego State University
June 4, 2007

The Survey Results

1,495 surveys were distributed, and 34 (n=34) of the 42 returns were included in this analysis: a 2.27%return rate. The 34 responses included 7 (20.58%) from Ireland, 18 (52.94%) from Arizona, and 9 (26.47%) from California; 19 (55.88%) were females and 15 (44.17%) were males.

33 (86.84%) completed secondary education, and 1 obtained a GED.

29 (85.29%) were mainstreamed in secondary education, 3 attended a school for the blind (8.82%), and one took classes at an institution for the deaf/blind.

As our literature review suggested, the majority of former secondary education students (18, 52.94%) did not participate in transition services. that majority includes 7 responses from Ireland where transition services are still being developed.

15 U.S. respondents received transition training, and 11 did not; a more favorable response, but it denotes that significant improvement can still be made.

More than three-fourths (14:18, 77.77%) of post-secondary students indicated not receiving any beneficial transition instruction. That could portend the need of academic skills training for students with sensory impairments to be successful. If true for the whole population, it supports our recommendations. The positive indication about receiving transition training does not support our hypothesis, but does not connote provisions for a large part of the need.

18 (52.94%) indicated being ready to go to work or college, after leaving secondary education. That may signify many people believing they benefited from the learned skills. Still, 16 (47.05%) were negatively impressed. Possibly another implication of the service gap discovered in the literature review and a need to increase transition services for all secondary education students.

16 (47.05%) were unfavorable about the usefulness of the transition training they received or that was unavailable. While not accounting for the ability of persons to retain the information, it may point to one of the gaps identified by this survey if applied to the total population. As with other results, it does connote the need for more study of the effectiveness of transition services.

13 (38.2%) disagreed that transition instructors were good at teaching students with visual impairments, and 5 (14.70%) had no opinion. It is difficult to judge the implication of this result, as it is not known which respondents had the same instructors. Yet, it could be said that the greater agreement with the item may indicate that the instructor or teaching method may not be so much the problem as the type or availability of topics or materials

21 (61.76%) disagreed that they learned independent living skills. That outcome is nearly two-thirds of the responses and resembles results of our literature review. It seems to indicate that this important part of transition learning was not available. Independent living skills are necessary for anyone to be a successful adult. Without such skills as cooking, cleaning, etc., people with sensory impairments are likely to remain dependent on their support systems to provide for many of their psychosocial needs after secondary education.

The majority (18, 52.94) were not favorable about their training in job-seeking skills. Knowing how to find and obtain jobs is essential to one’s success in employment. For people that have the disabilities of the target population and for whom negative perceptions among employers may confront them. Skills like resume writing and interviewing need to be in their job seeking tool kits.

U.S. Student participation in IEP meetings appears encouraging with over two-thirds indicating involvement. 50% (12:24) noted having made important decisions in the sessions. 21 (61.76%) also indicated agreement with being encouraged to self-advocate in school. Inclusion in the whole educational process provides youth with a sense of their centrality in its accomplishment. It also gives them a part in informed decision-making that is important to other life-choices.

The Irish responses were not so encouraging, because all of them disagreed that they participated in IEP meetings and expressed disagreement about being able to make educational decisions through involvement in the process.

Student involvement in IEP meetings can be integral to forming self-advocacy skills. If the youth are to succeed in transitioning into adult responsibilities, they need to know how to be proactive for their psychosocial interests.

29.41% indicated current employment. That less than one-third employment rate is indicative of U.S. numbers of working people with disabilities. It is also an incentive for VR professionals to provide more outreach to students and improve their possibilities for success in adult life.

16 (47.05%) of U.S. respondents received VR services during high school, but no Irish students worked with the National Training and Employment Agency (Fás).

7 California respondents began receiving VR services while in high school, and half (9:18) of the Arizonans surveyed. That may be an indication that VR transition programs are reaching some students with sensory disabilities. Of the 16 that began VR services in high school, 12 are still participating at the time of the survey. No students in Ireland utilized the support of the National Training and Employment Agency while in second level education. As with U.S. students, it would suggest a need for state agencies to forge other links to support transition

Through interventions like those in the recommendations section, VR services can improve opportunities for secondary education students. Those interventions are designed to improve their skills and abilities in four major areas: independent living, assistive technology, employment, and self-advocacy.