Perspectives of Greek Adults Who are Deaf or Hard-of-Hearing About Their Educational Experiences

For most young people, social capital plays an important role in transitioning to postsecondary education and employment. For youth who are deaf or hard of hearing (DHH), social capital can mitigate negative effects of challenges they will likely encounter after high school. In phase 2 of a two-phase qualitative study in Australia, we investigated DHH young adults' perspectives on how DHH adolescents could best be supported to develop and use social capital to benefit their postschool transition. Nine university students whose primary communication mode was spoken language participated in semistructured interviews, discussing practical ways educators and families could assist DHH high school students. We close by recommending ways schools and families can facilitate social capital development of DHH adolescents in preparation for postsecondary education and employment. Importantly, this research gives voice to young DHH adults with the objective of improving DHH adolescents' outcomes.

Social capital can positively influence students' postsecondary aspirations and their postschool transitions to higher education and employment. Educators, families, and young people themselves can play an active role in generating and developing adolescents' social capital. A targeted focus on developing robust social capital could play an important role in the transition planning and support provided to secondary students who are deaf or hard of hearing (DHH) and contribute to their success in postsecondary education and employment. A qualitative study gaining the perspectives of DHH young adults attending universities in Australia investigated the role of social capital in assisting DHH students in their attainment of postsecondary education. Ten DHH university students who communicated primarily through spoken English participated in semistructured interviews. Thematic analysis identified social capital facilitator themes on four levels: community, school, family, and individual. In addition, two barrier themes were identified.

Autistic students may encounter different challenges and barriers in postsecondary education, but many also experience growth and positive development. Little is known about the positive aspects of their postsecondary experience, especially in non-Western countries. Thirty autistic students from universities and colleges in Hong Kong participated in individual semi-structured interviews. We asked them to describe their positive experience in postsecondary education, including their enjoyment, memorable events, gains, and positive aspects. We analysed interview data using thematic analysis. We identified four major themes that depicted autistic students' positive experience in postsecondary education. Autistic students described effective teaching strategies and arrangements that could facilitate their learning and made postsecondary education settings more preferred than secondary school. They found different supportive people in the right niches, including peers, educators, and family members. They also developed themselves through participating in activities and learning experiences offered in postsecondary education settings, where they also found like-minded people. They regarded accommodations as something good to have but not always useful, and their user experience and effectiveness varied. The findings highlight how autistic students can develop and thrive in postsecondary education. Recommendations are discussed for postsecondary institutions to create an accessible environment, provide enriching contexts, and support stakeholders to work with autistic students in ways that are conducive to their positive development. More research is needed to better understand how to support diverse autistic individuals in postsecondary institutions across different cultures. Many autistic youths going into universities or colleges find postsecondary education challenging, but there are also successful cases who have positive experiences going through postsecondary education. We know very little about their positive and successful experiences. This study aimed to explore the positive aspects of educational experiences in postsecondary education in autistic youths in Hong Kong. We interviewed 30 autistic students studying in universities or colleges in Hong Kong about their experiences in postsecondary education. We specifically analyzed and highlighted the portion of interviews that described their positive experiences. We found several themes that can describe the positive experiences of autistic students in postsecondary education in Hong Kong. Autistic students preferred the flexible teaching practices and free institution environments, especially compared with secondary school. Peers, families, professors, and professionals who are supportive, caring, and understanding were helpful to autistic students. Meaningful participation in activities typical of other postsecondary students could facilitate autistic students' personal growth. They also regarded academic accommodations as good to have, despite their unclear effectiveness. We know more about elements and factors of postsecondary education that can contribute to positive development in autistic youths. This study highlights cultural considerations that are unique to Hong Kong but can also serve as a reference for postsecondary institutions in other cultures. The findings from a sample in Hong Kong may not generalize to other cultures or countries. There may also be subgroup differences among youths in universities versus community colleges. Our findings can provide positive examples to show that autistic students can become successful and enjoy postsecondary education. Autistic youths can be better prepared for postsecondary education by advocate for their needs being met to support their positive development.

The purpose of this study was to (a) compare outcomes between children who are deaf or hard of hearing (DHH) and children with typical hearing (CTH) on the DIBELS Eighth Edition assessment and (b) compare outcomes of children who are DHH on the DIBELS to other standardized literacy assessments. Participants included 19 children who are DHH and 19 CTH in kindergarten or first grade. All participants who are DHH had bilateral hearing loss and used listening technology. The participants completed timed and untimed standardized literacy assessments. Data were analyzed using independent samples t-test, chi-square analysis, and Pearson correlation analysis. Only one of five subtests on the DIBELS, the Oral Reading Fluency subtest, revealed a significant difference in scores between children who are DHH and CTH. Despite this difference, there were no differences in the distribution of risk between the groups. The DIBELS scores of children who are DHH strongly correlated to their scores on other standardized literacy assessments. The results indicate that the DIBELS is an adequate measure to screen early literacy skills for children who are DHH. The DHH and CTH groups differ in reading comprehension using a standardized measure, however, the DIBELS does not measure this skill. Further assessments of reading comprehension along with the DIBELs are recommended when assessing these skills in children who are DHH.

ABSTRACTData from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth’s postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of academic and career or technical education courses taken, completion of algebra, and completion of an occupationally specific course of study. Propensity model analyses indicated that academic course taking significantly increased the odds that DHH students would enroll in postsecondary school. Completion of a higher proportion of career or technical education courses was not related to enrollment in postsecondary education, including career and technical education schools. Implications for practice and future research are discussed, including the importance of secondary transition planning staff both encouraging DHH students who have a goal of future postsecondary attendance to take a rigorous, academically focused high school curriculum, and providing students with the support to complete these courses.

Parental academic involvement is critical in promoting children's long-term academic success and may be especially impactful during middle school. However, longitudinal research is lacking for Mexican-origin youth and has focused mostly on mothers. Mexican-origin mothers and fathers reported their academic involvement during seventh grade, and we examined the moderating role of adolescents' reports of parental acceptance and harsh parenting in the association between parental academic involvement and 12th grade academic outcomes (N = 720 families). We also examined whether these associations were similar for girls and boys. Mothers' academic involvement predicted boys' grade point average (GPA) and preparation for postsecondary education for girls and boys. Mothers' and fathers' academic involvement were not associated with girls' GPA. Significant interactions between fathers' academic involvement and parenting were observed. Fathers' academic involvement positively predicted girls' preparation for postsecondary education, but only if their daughters perceived them to have lower levels of harshness parenting. Fathers' involvement was negatively linked with daughters' preparation for postsecondary education if they perceived higher levels of harshness from fathers. Conversely, fathers' academic involvement was positively linked with boys' preparation for postsecondary education if their sons perceived their fathers to have higher or average levels of harshness harshness. Patterns between father- son dyads replicated for a marginal interaction predicting boys' GPA. Parental academic involvement may be crucial for Latino adolescents, and parents may uniquely combine their parenting strategies to yield optimal academic outcomes for their girls and boys. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Few studies have examined factors associated with the timing of identification of hearing loss within a cohort of infants identified as deaf or hard of hearing (DHH) and what factors are associated with delayed identification. Minnesota Early Hearing Detection and Intervention (EHDI) personnel studied deidentified data from 729 infants with confirmed congenital hearing loss (i.e., hearing loss identification after not passing newborn hearing screening) born in Minnesota during 2012-2016. Differences in likelihood of delayed identification of congenital hearing loss (defined as not passing newborn hearing screening and age >3 months at the time of identification as DHH) based on multiple variables were analyzed. Overall, 222 (30.4%) infants identified as DHH had delayed identification. Multivariate regression showed that infants identified as DHH were significantly more likely to have delayed identification if they had 1) low birthweight, 2) public insurance, 3) a residence outside the metropolitan area, 4) a mother with a lower level of education, 5) a mother aged <25 years, or 6) a mother who was Hmong. Despite achievements of EHDI programs, disparities exist in timely identification of hearing loss. Using this information to develop public health initiatives that target certain populations could improve timely identification, reduce the risk for language delay, and enhance outcomes in children who are DHH.

This longitudinal follow-up study of 129 autistic young adults and their parents in three U.S. states was designed to (a) investigate autistic young adults’ postsecondary education experiences, (b) learn if the experiences align with their interests and if they are satisfied with them, (c) explore the educational supports and disability services they are they provided in the educational settings, and (d) analyze high school factors predicting participation in postsecondary education. Results indicated that the postsecondary education landscape is encouraging as the majority of young adults had engaged in some postsecondary education. In general, courses and programs were satisfactory and aligned with young adult interests, and a wide variety of primarily academic supports were provided to students. Key high school predictors of postsecondary education outcomes were (a) more time in general education classes, (b) greater language, social communication, and literacy skills, and (c) effective classroom engagement skills.

A high percentage of children and youth who are deaf or hard of hearing (DHH) currently receive much of their instruction in general education classrooms with support from itinerant teachers. With the widespread use of early newborn hearing screening and access to early intervention, increasing numbers of DHH children are expected to be educated in general education classrooms, integrated with their hearing peers. The purpose of this chapter is to review the academic and social status of DHH students in general education classrooms, examine the factors that contribute to their success, and develop a framework for the kinds of support that they need from itinerant teachers. A review of the academic status and progress of DHH students in general education classrooms reveals that they achieve at a higher level and make more academic progress than that reported for the general population of DHH students. However, they may not perform academically as well as hearing students. The data on social behavior are scarce and the results are mixed. Nevertheless, recent research indicates that these students are not lacking in social competence, and may be as liked as their hearing peers. Based on the research on factors contributing to the success of these DHH students, we describe a framework for the kinds of support that itinerant teachers should provide in the areas of communication and literacy, learning strategies, self-advocacy, classroom participation, and social skills.

Disparities in health literacy during the COVID-19 pandemic between the hearing and deaf communities

While there is a growing level of demand for accountability and documentation of services provided to students who are Deaf or Hard of Hearing (DHH), there is a paucity of evidence on the nature of such support; who (personnel), what (content), and how (delivery). This study describes Teacher of the Deaf (ToD) perspectives on current classroom student support practices across a range of contemporary service delivery models in Victoria, Australia. Maximum variation sampling was used to identify 10 Victorian ToDs; each completed a one-hour semi-structured interview, which focused on an interview topic guide associated with typical practice: pathways to teaching; role of the profession; professional development; role in the classroom; goal setting; professional identity; and one open-ended question regarding wishes for the future. Qualitative content analysis generated six categories from these interviews: scope of practice; content of teaching/support; goal setting; service delivery; communication; and accountability. Three recommendations to improve future service delivery for students who are DHH included: standardisation of goal setting/assessment tools; improved shared language between all student support personnel, students and parents; and implementation of agreed rubrics to determine frequency of service with consistent definitions of decision-making criteria for tiered service delivery.

As a part of a larger qualitative study, this research investigation explored the perceptions and attitudes that first-generation, urban college students have of their preparation for postsecondary education. The purposeful sample in this study was comprised of 13 first-generation college students (i.e., 6 males and 7 females) who were graduates of the same urban high school. The qualitative methodology was comprised of individual interviews and biographical questionnaires. The themes that emerged—surrounding the students' perceptions and attitudes of their preparation for postsecondary education—included (a) the preparation during high school that helped with college success and (b) the skills that were lacking for college success. Practical applications for educators (i.e., school counselors, teachers, administrators, and postsecondary educators) are included.

The question of how best to teach learners who are deaf or hard of hearing (DHH) is perhaps the oldest topic in any area of education for children with diverse learning needs. Developments in a number of fields have accounted for more DHH learners achieving educational outcomes commensurate with their hearing-age peers than at any point in that long history. Efforts to further develop and implement effective educational practices with these learners continue, with an abundance of interventions proposed in the literature and in practice. Despite this, evidence for their efficacy remains limited. Such evidence as there is tends to be drawn from observations of professional practice and not always from the outcomes of high-quality research. This is not to say that a lack of research evidence for a particular educational practice means that it is necessarily ineffective or should not be used. Rather, it is to acknowledge the preeminence of quality research outcomes as the cornerstone of an evidence-base for educational practice with DHH learners while recognizing that contributions can come from two other sources: the expertise and experiences of professionals involved in the education of DHH learners in educational settings, and the views and preferences of DHH learners and their families about how the best educational outcomes can be achieved. The vast majority of DHH learners are educated in regular classrooms alongside their hearing peers, including a significant minority whose primary or preferred language is a signed language. Questions of how best to facilitate access to regular classrooms for those DHH learners are inextricably linked to issues in three areas: (a) communication, language, and literacy; (b) classroom access; and (c) pedagogical practices and other educational supports. The first area covers the unique set of challenges that relate to DHH learners acquiring a language (i.e., whether that be spoken or signed) and how best to support their ongoing development and use of their communication, language, and literacy skills in the classroom. The other two sets of issues, relate to the difficulties that are typically encountered by DHH learners in gaining access to the regular classroom curriculum through their preferred language and mode of communication (i.e., how best to access the auditory and visual environment of the classroom on an equitable basis with their hearing peers), and how best to support that access through instructional techniques and/or specialist support services. In all three areas there remains the challenge of assembling an evidence base for practice from quality research evidence.

Purpose: Parents of children who are deaf or hard ofhearing (DHH) often report difficulty engaging their childrenin successful reading experiences. Shared book reading(SBR) is associated with many aspects of language growthfor children who are deaf and hard of hearing. The primarypurpose of this pilot study was to investigate the effectiveness of a 4-week training program in improving caregiver knowledge of emergent literacy features and SBR practices for deaf and hard-of-hearing children.Method: Three caregivers with infants or toddlers who wereDHH attended a 4-week SBR training. Each week focusedon a specific language or literacy construct taught withinthe context of a picture storybook. Pre- and posttestquestionnaires were used to assess caregivers’ knowledgeof SBR and early literacy. An additional follow-up questionnaire was completed to rate self-perceived changes in confidence levels and overall satisfaction with the training.Results: All caregivers made gains in knowledge of sharedbook reading practices. Caregivers reported increased confidence in their ability to implement SBR practices at home with their child who was DHH. Caregivers also shared important insight regarding ways in which this pilot program can be improved for the future.Conclusions: This study contributes to the field bydetermining that knowledge gains and increasedconfidence can result from a brief caregiver training, aswell as providing suggestive feedback for future trainingsof this nature. Our supplemental materials include thePowerPoint files that were used for this training. Earlyidentification of young children who are DHH and theprovision of appropriate amplification or hearing technology,such as hearing aids or cochlear implants, has given children greater access to oral language. Early provision of services may provide families the support they need to become actively involved in promoting their child’s linguisticdevelopment (Moeller, 2000). Family involvement, inthe form of parent–child reading, has led to gains withinreceptive and expressive vocabulary, narrative skills, andlater reading comprehension for children who are deafor hard of hearing (DHH; Ezell et al., 2000; Hargrave S Zevenbergen & Whitehurst, 2003). Thepurpose of this pilot study was to examine the extentto which a 4-week SBR training influences caregiverknowledge of important early literacy concepts andresults in increased confidence levels in caregivers ofinfants and toddlers who are DHH.Supplemental Material S1. Building early literacy skills at home.Supplemental Material S2. Providing feedback during dialogic reading.Supplemental Material S3. Enhancing your child’s print knowledge during shared book reading.Supplemental Material S4. Picking books and supporting your child during reading.Farquharson, K., & Babeu, C. (2020). Examining caregiver knowledge of shared book reading Practices for infantsand toddlers who are deaf or hard of hearing: A pilot study. Advance online publication. Perspectives of the ASHA Special Interest Groups. https://doi.org/10.1044/2020_PERSP-19-00071

Deaf education teacher preparation programs face the likelihood that their graduates may not implement evidenced-based practices they were taught once they have graduated. The literature suggests that new teachers follow the school culture where they work rather than methods and strategies taught in their preparation programs. To investigate whether teachers of students who are deaf or hard of hearing (DHH) implement recommended practices, 23 teachers from three schools for the deaf were interviewed about their implementation and use of two recommended practices: independent reading and problem solving. The guiding questions were: Do teachers of students who are DHH use independent reading and problem solving after the enculturation process? If so, to what level? If not, can a review improve their level of use? Results demonstrated, at least regarding these two practices, that teachers of students who are DHH do implement evidence-based practices in their classrooms.