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Improving Post-School Outcomes for Students with Hearing Impairments

Improving Post-School Outcomes for Students with Hearing Impairments. An In-School Predictor-based Transition Education Model Jennifer Coyle. Today’s Agenda. Introduction NSTTAC predictors NLTS2 data Analyses Preliminary results Questions and comments.

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Improving Post-School Outcomes for Students with Hearing Impairments

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  1. Improving Post-School Outcomes for Students with Hearing Impairments An In-School Predictor-based Transition Education Model Jennifer Coyle

  2. Today’s Agenda • Introduction • NSTTAC predictors • NLTS2 data • Analyses • Preliminary results • Questions and comments

  3. The field of deaf education has always been fueled by strong emotion rather than demonstrated efficacy. (Luckner, 2004)

  4. Introduction • Transitioning from high school to life after graduation is a rite of passage for all students, regardless of presence of disability. • Transition planning with post school goals is mandated by the federal government • Post school outcomes are important • When compared to students without disabilities, students with disabilities continue to lag behind

  5. Statement of the Problem • Of the 6.2 million students who have a disability in the United States, 744,000 are students with hearing impairments (USDOE, 2011) • 57% attend typical schools and are educated in general education classrooms (Gallaudet Research Institute, 2011) • Of the 86% in general education classes • 85% have a general education teacher as the only teacher • 15% have a general education as well as a special education teacher (Shaver et al., 2011)

  6. Statement of the Problem • Students with hearing impairments are enrolled in general education settings 60% of their day (Shaver et al., 2011) • 61% took at least one vocational education class • 31% participated in a prevocational education class • 25% were enrolled in a life skills class • 55% had an occupationally specific vocational education class (USDOE, 2011)

  7. Statement of the Problem • Due to this low incidence, funding and specialized teachers are limited • Research is plentiful on strategies and practices that is often generalized for all disabilities • Research is focused on literacy and not transition education issues • But, research is slim on evidence based practices

  8. NSTTAC’s Purpose • Build capacity of states, locals, and schools to implement and scale-up policies, procedures, and evidence-based practices designed to ensure college-and career-readiness for students with disabilities • Conduct knowledge development activities – including literature review of policies and practices and analysis of SPP Indicator 13 data and improvement activities • Technical assistance and dissemination activities at universal, targeted, and intensive (5 states/ year) levels • Leadership and coordination activities

  9. PREDICTORS

  10. In-School Predictors by Post-School Outcome Area

  11. In-School Predictors by Post-School Outcome Area

  12. National Longitudinal Transition Study 2 (NLTS2) • Follow up to the National Longitudinal Transition Study (1984-1993) • 2000 – 2009 OSEP and IES • Students ages 13 – 16 in December 2000 • All 12 disability categories • Multiple data collection methods • Multiple data providers • Five waves of data collection

  13. NLTS2 • Parents • Students • Teachers • School staff • Direct assessments • Mail surveys • Phone interviews • Transcripts

  14. Research Questions • Of the 16 NSTTAC in-school predictors, are students with hearing impairments: • Participating in a program of study that includes classes pursuant to post-school goals? • Participating in career development* classes (e.g., career awareness, occupational courses, vocational education, work study)? • Employed in high school? • Receiving high school diplomas?

  15. Research Questions • Of the 16 NSTTAC in-school predictors, are students with hearing impairments: • Receiving instruction in community-based environments? • Exhibiting social skills? • Exhibiting self-care and/or independent living skills? • Participating in general education classes? • Exhibiting self-advocacy skills?

  16. Research Questions • Of the 16 NSTTAC in-school predictors, are students with hearing impairments: • Involved in transition planning? • Receiving involvement from community agencies in their transition planning? • Satisfied with their special education services? • Parents’ participating in their individualized education (IEP) meetings?

  17. Research Questions • Which, if any, of the 16 NSTTAC predictors predict postsecondary employment for students with hearing impairments? • Which, if any, of the 16 NSTTAC predictors predict postsecondary education enrollment for students with hearing impairments?

  18. Methods • Crosswalk between predictors and NLTS2 survey questions • After matching components of predictor definitions to NLTS2 items, refined list of variables created • Correlational and regression analyses

  19. Preliminary Data • Transcript data • 856 students with hearing impairments • Male = 509 • Female = 347 • 854 students with hearing impairments • Caucasian = 592 • African American = 125 • Hispanic = 101 • Asian/Pacific Islander = 10 • American Indian/Alaska Native = 18 • Multi/Other = 8

  20. Preliminary Data • Transcript data • Diploma or type of certificate of students with hearing impairments (N = 860) • Regular = 165 • Special education = 155 • Certificate of completion = 15 • GED = 1 • Vocational occupational certificate = 7 • Unknown = 7 • No diploma = 510?

  21. Preliminary Data • Transcript data • Graduation status of students with hearing impairments (N = 647) • Graduated = 350 • Aged out = 66 • Dropped out = 74 • Moved = 30 • Unknown = 127

  22. Preliminary Data • Transcript data • Students with hearing impairments (N = 347) who received: • Career assessment = 122 • Career counseling = 75 • Job readiness training = 188 • Instruction in looking for jobs = 106 • Job shadowing = 79 • Internship or apprenticeship = 13

  23. Preliminary Data • Transcript data • Students with hearing impairments (N = 347) who received: • Tech-prep program = 12 • Entrepreneurship program = 5 • Other work experiences = 112 • Job skills training = 93 • Placement support = 22 • Job coach = 69 • None of these = 67

  24. Preliminary Data • Transcript data • Did a student with a hearing impairment receive instruction specifically focused on transition planning? • Yes = 243 • No = 107 • Was planning for transition to adult life done for students with hearing impairments? • Yes = 388 • No = 66

  25. Questions?

  26. Contact Information Jennifer Coyle jennifer.coyle@wmich.edu 269 387 2824 www.nsttac.org

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