Running head: 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
This
article describes how the authors have identified the gaps that exist in the
transition services for secondary education students that have sensory
disabilities of vision and/or hearing.
We began with a literature review, uncovering information that has been
written for professionals by their peers; then we conducted a needs assessment,
which provided individuals an opportunity to add their input to our efforts of
identifying those gaps. The data
obtained was analyzed and conclusions were derived, and we state our
recommendations for meeting the identified needs.
The transition planning process outlined in a student’s Individual Education Plan (IEP) and enshrined by the IDEA (Individuals with Disabilities Education Act) and other legislation has the overall objective of preparing students to function effectively in society following graduation from secondary education. A student’s transition needs must be assessed on an individual basis in a holistic manner with respect to the student’s own personal interests and preferences. The ethos surrounding the IEP team should be to facilitate the development of each student’s goals and provide support in planning and making decisions around his/her present and future needs and aspirations. Throughout transition planning, the secondary education student is to be the center of its development and accomplishment.
The
goal of this article is to show how the authors attempted to identify specific
gaps in the current provision of transition services for students with sensory
disabilities. The accomplishment of that goal began with the authors engaging
in research and identifying that effective transition programme planning is
essential to meet the needs of students with sensory disabilities that will be
exiting secondary education and transitioning into the adult world of
post-secondary education and/or employment. Other results of the recently conducted literature review
provided indications that the outcomes of inadequate services are young people
with significant visual and/or hearing impairments leaving secondary education
without the basic skills they need to be successful in the adult world.
After
completion of the literature review, the authors conducted a needs assessment
to determine specific gaps in transition services; we then analyzed the results
and finally, made recommendations for improvement of transition programs at the
high school/secondary education level.
The authors believe that the target population of our statistical survey
have a right to receive comparable transition services during their secondary
education years that other students are provided.
There
are several areas in which the literature review indicated particular training
inadequacies for students with sensory impairments. Those major areas are:
v
The ability to use
assistive technology (A.T.)
v
Independent living
skills—cooking, cleaning, etc.
v
Self-advocacy
skills in any life situation
v
Work readiness
skills for entry into employment
Each
one of them is necessary for these individuals to be successful adults.
The literature review
Through a review of the literature on the subject, the authors engaged in an exploration of information regarding various aspects of secondary education transition programs for youth with sensory disabilities. First, we examined the legislation that established transition instruction to determine what those programs were designed to accomplish. The literature was then probed for reports about the results of the involvement of students with hearing and/or vision impairments in actual transition training. What we discovered illustrated the contrast between the ideal and the real outcomes from those programs. We found that there are several shortfalls between what transition training was established to provide and what the target population obtained from it. The major areas where differences appeared were independent living skills, the use of assistive technology, job-readiness skills and the ability of students to advocate for their needs. Our investigation then turned to obtaining information about post-secondary programs that provide the training in those skills that people with sensory disabilities need for college education and employment. The authors concluded that youth with sensory disabilities definitely have a need for similar instruction before they exit secondary education in order to be prepared to take on the responsibilities of their lives as adults.
In
order to further assess the needs of the students in the target population, we
engaged in a survey of students with vision and/or hearing impairments. .
Through that means, the authors sought to obtain information about the
outcomes of secondary education programs that was not available in the
published literature on the subject.
That needs assessment continued to confirm the findings of the
literature review.
Developing
and Administering the Survey
The
target population for the survey consisted of individuals who graduated or exited
second level education from 1996 through 2006. Those individuals were either deaf/hard of hearing, and/or
blind/visually impaired.
Approximately 1,495 surveys were made accessible for this target
population, enabling them to share their experiences in their transition
programs.
The
primary goal of the survey was to gather information on student’s needs related
to skills in assistive technology, independent living, self-advocacy and
vocational readiness before high school graduation. In order to develop a
broader perspective on the hypothesis that students with significant sensory
impairments are not receiving the transition services they need, the authors
determined to expand the research.
Based on the gaps in services we identified through the literature
review, we decided to survey students in our target population for their
opinions about their experiences with transition services in secondary
education. This information
would then be used to provide useful data for special education teachers,
parents, vocational rehabilitation counsellors, and the students as the latter
embark on the transition phase from secondary education into adult life. The
survey could also be used as a tool to increase collaboration between schools
and state departments of rehabilitation services in working with young adults
that have sensory disabilities during this vital stage of their career
exploration. Another goal of the survey’s outcomes would be to provide evidence
that the networking of such professionals on behalf of transition students
would translate into young adults being well prepared for independent living
and career development before leaving secondary education. Those goals gave this survey the
potential to become a valuable transition planning resource.
The
survey was developed using statements followed by Likert Scales and other items
with predetermined choices for answers (see Appendix A). The responses included
in the first section of the survey are according to an ordinal five-point
Likert Scale with attributes on a level of agreement from Strongly Agree to Strongly Disagree. The fixed choice responses (yes/no) outlined in
section 2 of the survey allow the data to be tabulated quickly as opposed to
open-ended questions, which require strict coding schemes to capture the range
of possible answers. Finally, demographic information was included in the
survey to ascertain the population area with the greatest need.
The
selection of a survey was used as the authors determined it to be “a
cost-effective means of collecting information from a large number of
individuals with little assistance given to participants when responding”
(Soriano, 1995) and in large part due to the geographical spread of the target
population in Arizona, California and Ireland. Soriano (1995) also noted the
relative ease and speed with which surveys can be used to generate results that
provide numerical and quantitative data.
To make the survey readily available to potential subjects, the survey
instrument was distributed by mail, on a web page through the Internet, over
the telephone, and face-to-face interviews. Those means allowed the authors to ascertain pertinent
information in a timely manner.
The
survey did have limitations in reaching all of the target population, more
specifically, deaf students due to the inappropriate level of the language
used. In retrospect, creating another version of the survey with the same basic
questions as in the original survey for deaf and hard of hearing high school
students was necessary. The revised survey would use simple English vocabulary
and short sentences in order to ascertain information from the target
population. This issue became apparent in administering the survey; Because
American Sign Language is not a written language, and because ASL may be the
individuals’ first language, English is actually their second language. This makes the survey the authors
created challenging for some individuals who are deaf. . Consequently, these high school
students would need assistance with answering the original survey questions;
therefore, at this point, no significant statistical information can be
ascertained regarding the transition needs specifically for deaf and hard of
hearing individuals. It is a recommendation of the authors that further
research be conducted in this area.
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.
If
students with sensory impairments of vision and/or hearing are not provided
with the techniques and skills they need, they will not be well prepared for
success as adults. To add to that, without the college survival
skills needed to fully and actively take part in the post-secondary education
environment, it is not likely that those same young people will be able to
take full advantage of that learning experience and personally benefit from
it. Also, persons that have left or graduated secondary education but not
been prepared to participate in the labour market will have little chance of
obtaining employment or advancing beyond entry-level jobs. The overall
outcome for the young people with hearing and vision disabilities that are the
product of inadequate transition services will most likely be a future of
psychosocial and financial dependency on public/private social service programs
and their personal support systems. As a result, those outcomes will not
allow adolescents with vision and hearing disabilities to have similar life
opportunities as their non-disabled peers or permit them to fulfil the personal
and social obligations they will encounter as adults.
In
such an environment of dependency as has been presented, the subjects of this
study that become young adults after secondary education will probably have low
self-esteem because of their inabilities to incorporate independent living
techniques in their lives. Their struggles in post-secondary school will
be compounded by their lack of personal abilities to obtain and use information
in the academic world of higher education, and they will need and even demand
greater supports from college accommodation providers. Employers will
also have little reason to be favourably impressed with such ill-prepared job
seekers that do not have the resume writing and interviewing skills needed to
gain entry into the labour market. Those problems as separate elements or
as combined ingredients will not help to resolve personal and social issues of
negative stereotypes, low expectations, or other personal and public
prejudicial regard for dependency and inability. Those are the likely
results for exiting secondary education students that are not prepared for
adult life by transition services.
Recommendations
After
completing our literature review and conducting the needs assessment, the
authors have several recommendations for changes that need to be made to
transition services provided to students with sensory impairments while they
are in high school/secondary education.
As previously stated, the IEP is the document that guides the transition
team as they provide services to the individual student. Therefore, changes must begin with the
IEP itself. Sometimes an added ITP (Individualized Transition Plan) is created
as a part of the IEP. This allows
elements of the transition plan to be documented and signed by staff members,
parents/guardians, and, most important, the student. Recommendations for transition elements of the IEP include:
·
Ensuring that students
with disabilities have access to the full range of general education curricular
options and learning experiences;
·
Making data-based
decisions using meaningful indicators of students’ learning and skills to plan
transition services;
·
Collaborating and
linking with community organisations and services to ensure that students with
disabilities have access to employment, post-secondary and independent living
opportunities;
·
Supporting student
and family participation in planning for transition services. (Sopko, 2003)
It
is recommended that other agencies, particularly the Department of
Rehabilitation, be involved in a student’s transition plan before that
individual leaves high school/secondary education. With a team of cooperative agencies involved, it is more
likely that these gaps in transition services can and will be filled. If agencies are involved who can
provide additional services, such as training with a variety of assistive
technology devices/aids, more independent living skills training, perhaps even
in the high school student’s home environment, and vocational training to
provide assistance with career development, interviewing skills, and resume
writing, then those gaps may be eliminated. However, this does not mean that the school districts are
not responsible for these transition services, and they must be willing to take
on these essential responsibilities while accepting the collaboration of other
involved agencies.
References
Gallaudet Research
Institute. (2007). Annual survey: 2004-2005 regional and national
summary.
Downloaded May 18, 2007 from
http://gri.gallaudet.edu/Demographics/2000_National_Summary.pdf).
Sopko, K.
(2003) “The IEP: A synthesis of current literature since 1997.” Prepared for
Project
FORUM, National Association of State Directors of Special Education
(NASDSE):
Alexandria, VA
Appendix 1
Transition Survey
The
following survey on High School Transition is being conducted by several graduate
students currently enrolled in a Master’s degree program, in Rehabilitation
Counseling, at San Diego State University. A review of current literature on high school
transition has raised several questions about the quality of these transition
classes. Your answers to the
following questions will help us obtain information about the experiences of
students with hearing and/or visual disabilities in those transition classes.
If
you are eighteen (18) years or older and left or completed high school/second
level education from 1996 to 2006, we invite your participation in this survey.
Your participation is completely voluntary. Your answers will be confidential as no personal or other
identifying information is included with your answers. Please note there is no right or wrong
answer to the items on this survey.
This
survey is available in an electronic format at WWW.The-FBC.Org/SDSU_Survey. You may complete this survey on-line at
that address rather than filling-out and returning this print survey.
Note: Assistive Technology (A.T.) refers to
any piece of equipment, or device that assists a person in completing tasks
independently. A.T. can range from
very simple to very complex solutions.
Section
One
In
this section please circle the number that best applies to you using the scale
provided below:
1=
Strongly Agree 2=
Agree 3=
No Opinion 4=
Disagree 5=
Strongly Disagree
1.
I feel that I
received the transition services I needed before leaving high school/second
level education.
1 2 3
4 5
2.
I was ready to go
to work or to college, as an adult when I left high school/second level
education.
1 2 3 4 5
3.
I am currently
using the A.T. skills I learned in high school/second level education.
1 2 3 4 5
4.
I participated in
my IEP (Individualized Education Plan) meetings during high school/second level
education.
1 2 3 4 5
5.
I was the leader
in some of my IEP meetings.
1 2 3 4 5
6.
I was able to make
important decisions during my IEP meetings.
1 2 3 4 5
7.
My parent(s) or
guardian(s) wanted me to be in transition classes during high school/second
level education.
1 2 3 4 5
8.
My parent(s) or
guardian(s) made some decisions during IEP meetings.
1 2 3 4 5
9.
I was encouraged
to advocate for myself in my high school/second level education classes.
1 2 3 4 5
10.
An aide/personal
assistant always helped me in my high school/second level education classes.
1 2 3 4 5
11.
The teachers in my
transition classes did a good job teaching students with hearing impairments.
1 2 3 4 5
12.
The teachers in my
transition classes did a good job teaching students with visual impairments.
1 2 3 4 5
13.
I learned
independent living skills, such as how to cook and clean, while I was in high
school/second level education.
1 2 3 4 5
14.
I didn’t receive
enough training with communication devices/skills (TTY, Video Phone, Sidekick,
writing skills, Braille, etc.) while in high school/second level education.
1 2 3 4 5
15.
I learned job
seeking skills in my transition classes in high school/second level education.
1 2 3 4 5
16.
I was friends with
my non-disabled peers in high school/second level education.
1 2 3 4 5
Section
Two
The
following statements require a YES or NO response. Please circle the one that applies to you.
1. I became a client of vocational
rehabilitation services while in high school/second level education .
YES NO
2. I am currently receiving vocational
rehabilitation services. YES NO
Please
identify those services ___________________________________________________________.
3.
On an average I
see my vocational rehabilitation counselor/guidance officer at least once every
two or three months. YES NO
4. I went to a high school for the blind. YES NO
5. I went to a high school for the deaf. YES NO
6. I was mainstreamed and went to a public
high school.
YES NO
7. I attended transition classes during
high school. YES NO
8. I am currently enrolled in a college or
university.
YES NO
9. The skills I learned in my transition
classes contributed to my success in college/university. YES NO
10.
I currently have a job.
YES
NO If not, are you
currently looking for work?
YES NO
11.
The skills I learned in my transition classes prepared me for work. YES NO
12. I was employed while in high
school. YES NO
13.
I took some college courses while in high school. YES NO
Section
Three - Demographics
Please
circle the response that best describes you:
1)
Gender: Male Female
2)
I attend high school in: Arizona California
3)
I graduated from high school:
YES NO
4)
I received my GED: YES NO
5)
I completed the Leaving Certificate in second level education: YES NO
6)
I attended second level education in Ireland: YES
NO
7)
I left or graduated from high school in: ____________ (year).
8)
I left or completed second level education in: ___________ (year).
Thank you for your participation in answering the items on
this survey. Information about the
survey results will be posted on the website at www.the-fbc/sdsu-survey
Appendix
2: Guidelines for Authors
Rehabilitation
Education
http://education.osu.edu/rehabed/
Aims
and Scope of Rehabilitation Education
The
purpose of the National Council on Rehabilitation (NCRE) is to promote the improvement of rehabilitation
services for persons with disabilities through quality education and research. Consistent with the
purpose of the NCRE, Rehabilitation Education, the organization’s quarterly
journal, is designed to bridge rehabilitation education, research, and
practice. The journal features original contributions dealing with all aspects
of rehabilitation education. Topics include curriculum development and
innovation, instructional materials and educational media, enrolment and
employment trends, professional competencies, continuing education, and
innovative research methodology.
The
following are guidelines for developing and submitting manuscripts to
Rehabilitation Education. Manuscripts that do not conform to these guidelines
will be returned to the author without review. The editors will acknowledge
receipt of manuscripts via email. Manuscripts will undergo anonymous review by
three Editorial Advisory Board members. Authors can anticipate a decision regarding
manuscript editorial disposition within sixty (60) days of the acknowledgment
of receipt of the manuscript.
Manuscript
Categories
Topical
Articles: Conceptual and empirical manuscripts with direct relevance to
rehabilitation education. Non-research manuscripts average about 500 lines,
although comprehensive reviews may be longer. Research manuscripts are
generally longer than 500 lines. Manuscripts should include an Abstract between
50 and 100 words.
Inquiry
and Pedagogy: Applied articles related to enhancing instruction and/or research
methodology.
Gray
Matter: Articles related to contemporary issues critical to rehabilitation
education that stimulate further thought, discussion, and debate among readers.
Information
Technology Corner (IT Corner): Articles related to the application of assistive
technology to instruction and the delivery of rehabilitation services, virtual
teaching and learning, and web accessibility for persons with disabilities.
Book
and Media Reviews: Reviews of books, videos, instructional software, manuals,
and monographs of relevance and interest to rehabilitation educators.
Special
Features and Special Issues: The editors will consider additional special
feature sections and special journal issues. Authors are encouraged to contact
the editors with a brief proposal.
Typing
and Other Requirements
Manuscripts
must be prepared according to APA style. Refer to the Publication Manual of the
American Psychological Association (5th ed., 2001) for guidelines. Manuscripts
must include an Abstract. See recent issues of Rehabilitation Education and the
APA Publication Manual for examples.
Double-space
all text, including references, quotations, tables, and figures. Leave generous
margins (at least one inch all around) on each page. Avoid footnotes whenever
possible. Use tables sparingly and type them on separate pages. Include only
essential data and combine tables wherever possible. Refer the APA Publication
Manual for style of tabular presentations. Figures (graphs, illustrations, line
drawings)
should
be supplied as camera-ready art. Figure captions should be on an attached page,
as per APA style.
Lengthy quotations (300 cumulative words
or more from one source) require written permission from the copyright holder
for reproduction. Adaptation of tables and figures also requires reproduction
approval from the copyright source. It is the
author's
responsibility to secure such permission, and a copy of the publisher's written
permission must be provided to the editors immediately upon manuscript
acceptance for publication.
To
facilitate an anonymous review, include authors' names, positions, titles,
places of employment, mailing addresses, email addresses, and telephone numbers
only on the cover page. Avoid the use of the generic masculine pronoun and
other sexistterminology. Use terms such as client, student, or participant
rather than subject. When referring to people with disabilities and describing
their experiences, be careful not to use stereotyping or diminishing language.
Never
submit previously published material or material that is under consideration by
another periodical. It is expected that manuscripts submitted for consideration
for publication in Rehabilitation Education will undergo revision before final
acceptance.
Manuscript
Submission Procedures
All
manuscripts submitted for consideration for publication in Rehabilitation
Education must be submitted electronically per the following guidelines.
Initial
Submission Procedures
Create
the article in your word processor. Save the article as Rich Text Format (rtf).
Use up to 20 characters to name the file. Do not put spaces in the filename and
do not use any of the authors' names in the filename. Email your manuscript as
an
attachment to rehabed@osu.edu. Authors will receive confirmation of receipt by
the editors via email after manuscripts have been accepted for review.
Revisions
Authors
will be notified via email when the manuscript review process has been
completed. If manuscripts require revision, authors will be provided the
Rehabilitation Education journal web address, a username, and a password to
access manuscript reviews. Reviewer comments will be available for author
reading, downloading, and printing. If reviewers make edits directly on manuscripts,
these edits will be available for author reading, downloading, and printing.
Final
Acceptance
Following
completion of manuscript revisions, authors must email the final version of the
manuscript file as an attachment in rtf format to rehabed@osu.edu. Authors will
be notified via email of manuscript receipt and acceptance for publication.
NCRE