In-School Predictors of Postschool Employment for Youth Who Are Deaf-Blind

Abstract

Deaf-blindness is a low incidence, heterogeneous, and complex disability affecting approximately 9,574 infants, children, and youth in the United States (National Center on Deaf-Blindness [NCDB], 2016). The Individuals With Disabilities Education Improvement Act (2004) defined deaf-blindness as "concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness" (34 C.F.R. § 300.8(c) (2)). In addition to wide variability in their vision and hearing, many children and youth with deaf-blindness have complex medical needs, behavioral challenges, and additional disabilities (NCDB, 2016). Among all youth with disabilities, youth with deafblindness have the highest number and greatest severity of functional limitations and are one of the groups that have the most difficulty with postschool transitions (Lipscomb et al., 2017). These youth have consistently low rates of postschool employment and independent living (Petroff, 2001, 2010). Research on transition-age youth who are deaf-blind is limited, and research on predictors of employment for these youth is nonexistent, perhaps due to the low prevalence and high diversity of this population (NCDB, 2016; Petroff, 2010). To identify factors that may be associated with postschool employment for youth who are deaf-blind, we evaluated empirical research on youth with other disabilities. We used findings from two systematic reviews that identified predictors of postschool success for youth with disabilities (Mazzotti et al., 2016; Test et al., 2009) as a foundation for identifying possible predictors. We then reviewed research on employment outcomes for youth with a single sensory loss (i.e., those who are blind or visually impaired [B/VI] or deaf or hard of hearing [DHH]). Test and colleagues (2009) identified 16 evidence-based predictors of postschool employment for youth with disabilities: career awareness, community experiences, exit exam requirements/high school diploma status, inclusion in general education, interagency collaboration, occupational courses, paid work experience, parental involvement, program of study, self-determination/self-advocacy, self-care/ independent living, social skills, student support, transition program, vocational education, and work study. In another systematic review, Mazzotti and colleagues (2016) found additional evidence for most predictors established by Test 736057C DEXXX10.

Raising Expectations and Improving Transition Outcomes for Students Who Are Deafblind

“…Although there are limited studies on transition for individuals who are deafblind, research has found some predictors of successful outcomes. Cmar, McDonnall, and Markoski (2018) found that paid work experiences in high school and parental expectations of employment are significant predictors of post-school employment for youths who are deafblind. High parental expectations for employment were crucial for students who are deafblind with significant disabilities and correlated with post-school work.…”

Educators of students who are deafblind in the United States: A snapshot of their perceived needs for teacher preparation programs

“…In early intervention, we know that parents and family members work closely with professionals to provide a key role in the provision of services to young children with deafblindness (Murdoch, 2004). Furthermore, Cmar et al (2018) identified parental expectations as one of the top contributing factors for youth with deafblindness to get and to maintain employment. The survey did not ask for participants to provide a rationale for their selection, so we cannot begin to understand why this was ranked so low.…”

Career and work-based learning interventions for young recipients of Supplemental Security Income

“…The transition from school to work has always been a focus for transition service providers. The literature has consistently shown that work experience participation while still in high school is positively correlated with post-high school employment for students with disabilities (Bellman, Burgstahler, & Ladner, 2014;Carter, Austin, & Trainor, 2012;Cmar, McDonnall, & Markoski, 2018;Mazzotti, Test, & Mustian, 2014;Wehman, Sima, Ketchum, West, Chan, & Luecking, 2015). Utilizing data from the second National Longitudinal Transition Study (NLTS-2), Wehman, Sima, Ketchum, West, Chan, and Luecking (2015) reported 44.8% of students who had a job while in high school were competitively employed post-high school compared to 29.6% of students who did not have a job in high school.…”