Resources: Parents

Transition is the process all students go through as they move from a high school setting to what lies beyond. Transition programs assist students and their parents as they plan for life after high school in a proactive and coordinated way. An effective transition program provides students with the tools and the confidence to assume responsibility for their educational and employment decisions as they move into adulthood.

Section 504 of the Rehabilitation Act, the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) work together to protect children and adults with disabilities from exclusion, discrimination, and unequal treatment in education, employment, and the community.

Strengthening community networks and connections increases social capital, the advantage gained through relationships and social networks. Social capital can help individuals navigate complex school and workplace situations.

Background noise and distance from the instructor may present barriers for some deaf students. When this is the case, assistive listening systems can play a role in reducing or eliminating these barriers.

This two-part video explains the Americans With Disabilities Act and how it applies to postsecondary education for students who are deaf.

Effective communication affords deaf individuals the ability to share and/or receive information in a manner that is successful for them. Effective communication increases the opportunity for full and equal participation in any situation. Effective communication is fluid and allows all parties to receive and respond to information equally.

Regardless of one's role in administering an assessment—as a professor in a college course or a psychological examiner conducting an evaluation—test providers recognize the importance of obtaining an accurate measurement of student learning, knowledge, abilities, attitudes, and skills.

Captions are the textual representation of audio content in a video format, communicating spoken dialogue, sound effects, and speaker identification. Captions provide essential access for the more than 30 million Americans with a hearing loss. They also benefit emerging readers, visual learners, non-native speakers, and many others.

Today's technology affords deaf individuals access to the world like never before. Speech-to-text is one example of technology that brings access to individuals who are visual communicators.

The National Deaf Center on Postsecondary Outcomes conducted a review of the literature on practices that address root causes of challenges to deaf individuals' postsecondary attainment and identified five key impact areas. Evidence-based summaries of each of the five key impact areas are included in the document.

Deciding how, when, and why to disclose a disability to an employer is an important part of the job-seeking process. The decision can significantly affect one's ability to obtain and maintain employment. The different stages of the employment process and the potential impacts of disclosure at each stage deserve thoughtful reflection.
 

This study used data from the second National Longitudinal Transition Study to assess differences in academic achievement among deaf students with and without learning disabilities.

This report provides a comprehensive overview of the most current data on educational attainment trends and trajectories for deaf individuals in the United States, serving as a resource for community members, educators, researchers, and policymakers.

This study synthesized the literature on role models for deaf individuals and identified key themes across the research literature.

This brief summarizes the research related to mental health care for deaf individuals.

This study reviewed education and disability literature to find that students with disabilities who employ self-advocacy skills achieve greater academic and lifetime outcomes, suggesting that deaf students would benefit from self-advocacy skill development.

This study assessed the influence of extracurricular involvement on postsecondary outcomes for deaf individuals through a secondary analysis of data from the second National Longitudinal Transition Study.

This report provides a comprehensive overview of the most current data on employment trends and trajectories for deaf individuals in the United States, serving as a resource for community members, advocates, educators, researchers, and policymakers.

This brief summarizes the research related to deaf culture as a potential resource to be drawn upon in support of postsecondary education and employment outcomes for deaf individuals.

Self-advocacy is a lifelong endeavor that can never be learned too early or too late in life. Practicing self-advocacy is a critical element of the self-advocacy developmental process, and individuals who do it are better prepared to self-advocate in the future.

This study assessed the influence of English literacy skills on postsecondary outcomes for deaf individuals, through a secondary analysis of data from National Longitudinal Transition Study 2.

Having high expectations for deaf individuals' postsecondary success means believing in their capability to succeed and not believing their opportunities are limited due to being deaf. These high expectations are important as deaf youth navigate the transition from high school to postsecondary education or training.
 

This study used data from National Longitudinal Transition Study 2 to explore the hypothesis that increased access to English through computer-mediated communication (CMC) can increase direct access to language and literacy for deaf individuals.

At the nucleus of every successful vocational rehabilitation employment goal is a well-delineated individual plan for employment, often referred to as a roadmap of services that lead to employment. By better understanding the myriad services offered by vocational rehabilitation, a deaf individual is better positioned to make informed and self-determined choices about their employment future. Vocational rehabilitation offers a wide range of services. Some services are tangible, such as an alarm clock, uniform for work, hearing aid, etc. Other services are more intangible in nature, such as counseling, soft skills training, or career guidance.

This study explored how vocational rehabilitation counselors promote the self-advocacy knowledge and skills of their deaf consumers within postsecondary employment and educational contexts.

Deaf individuals who live in rural areas face a different set of challenges from those living in more populated regions. As a result, deaf individuals who live in rural areas require support and services that address their unique needs. This document briefly summarizes the research surrounding the unique needs/challenges of deaf individuals in rural communities.

This study assessed whether parent involvement and expectations predicted postsecondary outcomes for deaf individuals, through a secondary analysis of data from the second National Longitudinal Transition Study.

Late-deafened individuals experience a variety of challenges navigating the postsecondary environment due to a variety of internal and external factors. This document summarizes the research related to postsecondary outcomes for late-deafened individuals.