Education, Employment, and Independent Living of Young Adults Who Are Deaf and Hard of Hearing

Education, Employment, and Independent Living of Young Adults Who Are Deaf and Hard of Hearing

LITTLE INFORMATION is available on the education, employment, and independent living status of young deaf and hard of hearing adults who have transitioned from high school. The present article reports postsecondary outcomes of 46 young adults who had attended for at least 4 years a non–public agency...

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Bibliographic Details
Published in:American annals of the deaf (Washington, D.C. 1886) Vol. 157; no. 3; pp. 264 - 273
Main Authors: Appelman, Karen I., Callahan, Judy Ottren, Mayer, Margaret H., Luetke, Barbara S., Stryker, Deborah S.
Format: Journal Article
Language:English
Published: United States Gallaudet University Press 2012
Subjects:
Academic Achievement
Adolescent
Adult
Adults
Children & youth
Data Collection
Deaf
Deaf education
Deafness
Deafness - epidemiology
Deafness - rehabilitation
Disabilities
Education
Educational Attainment
Educational Planning
Educational policy
Educational Status
Employment
Employment - statistics & numerical data
FEATURE ARTICLES
Female
Grade 5
Graduate schools
Graduate Surveys
Hard of Hearing
Hearing
Hearing disorders
Hearing loss
High School Graduates
High school students
High schools
Humans
Independent Living
Independent Living - statistics & numerical data
Literacy
Male
Measures (Individuals)
Outcomes of Education
Parent Participation
Partial Hearing
Persons With Hearing Impairments - rehabilitation
Persons With Hearing Impairments - statistics & numerical data
Philosophy
Postsecondary Education
Private Agencies
Secondary school students
Sign Language
Special Needs Students
United States
United States (Northwest)
Young Adult
Young Adults
United States > US
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Summary:LITTLE INFORMATION is available on the education, employment, and independent living status of young deaf and hard of hearing adults who have transitioned from high school. The present article reports postsecondary outcomes of 46 young adults who had attended for at least 4 years a non–public agency school in the northwestern United States specializing in deaf education. School administrators had developed a specific philosophy and operationalized it in an academic and literacybased curriculum incorporating a grammatically accurate signing system. The researchers found that most or all participants had finished high school, had earned a college degree, were employed, and were living independently. Findings are discussed in terms of the available literature and the study’s contribution to a limited body of recent research on young postsecondary deaf and hard of hearing adults.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0002-726X
1543-0375
1543-0375
DOI:10.1353/aad.2012.1619