Facilitating the Transition of Students who are Deaf or Hard of Hearing
Although there are a variety of resources for transition of students with hearing loss, this 79 page guide by John Luckner is concise, clear and very helpful in putting together all of the considerations for effective and beneficial transition planning. Karen Anderson
The purpose of this book is to help professionals, students, and families become familiar with how to develop and implement individual transition plans for students who are deaf of hard of hearing. The knowledge gained from reading and using the materials provided in this book will increase the reader’s ability to meet the transition mandates of the Individuals with Disabilities Act Amendments of 1997.
Because we live in an era of constant change, the technological and societal demands on young people who are deaf or hard of hearing are greater than ever before. These students need systematic instruction and careful planning in making transitions that are as smooth as possible. Consequently, transition planning is now a critical component of every student’s education.
Readers will have a better understanding of how to work in partnership with students, families, and professionals to develop appropriate transition plans and effective plans of study, which will in the long run help individuals who are deaf or hard of hearing reach their maximum potential and lead fulfilling adult lives.
Chapter 1: Potential impact of a hearing loss
Chapter 2: Education and employment outcomes for individuals who are deaf or hard of hearing
Chapter 3: Rationale for transition planning
Chapter 4: Barriers to succeeding in postsecondary education programs and in finding competitive employement
Chapter 5: Successful adult functioning
Chapter 6: A model for facilitating the transition of students who are deaf or hard of hearing
Chapter 7: Fostering student, family, and professional team participation
Chapter 8: Assessment (examples of formal and informal assessment instruments)
Chapter 9: Transition Planning (what should be taught, how it should be taught, where it should be taught)
Chapter 10: Work and career instruction
Chapter 11: Adult agencies (i.e., Vocational Rehab, Social Security Administration)
Chapter 12: Postsecondary education (i.e., preparing students, requesting services, distance learning)
Chapter 13: Final thoughts
Appendices: Sample IEP; National organizations for DHH individuals; transition-related web addresses
2003 (c), 79 pages, 8.5 x 11 softcover