Margarita Geller Mariya Gorelik Liz Kim Matt Mosteller

1. Margarita Geller Mariya Gorelik Liz Kim Matt Mosteller Theodore Procter Kelly Quinn Meagan Rose

2. Research Problem • Literature Review • Research Question • Timeline

3. Employment and income of deaf individuals is lower than that of hearing individuals1,2 • Hearing employees quickly receive raises and promotions over the deaf and hard of hearing3

4. Mainstream vs. specialized schools • Career preparation • Recent trends • Gaps in literature

5. mainstream schools (+) Improved development of oral language skills when immersed in a “natural linguistic environment”4 (-)Less help for deaf and hard of hearing students due to lack of differentiation in the curriculum5 (-) Less participation in the classroom5

6. specialized schools (+) More friends and more opportunities for communication5 (+) Students are more comfortable communicating with their peers6 (-) Communicate in a homogeneous environment

7. career preparation • Dependent upon agencies for employment and family for financial security7 • Programs to start career planning in high school through RIT8 • Gallaudet students in the business program must have one internship in order to graduate9

8. recent trends • American Disabilities Act • Cochlear Implants • IEP (Individualized Education Plan) • Ends when the student gets to college6

9. gaps in the literature • Focus on younger students • very little post-secondary education research • Many studies compare hearing to deaf, but not many compare deaf to other deaf

10. Are specialized or mainstream universities more effective at teaching their deaf students communication skills that are necessary to succeed in the workforce?

11. Recruiting participants • Written surveys • Interviews

12. recruiting participants • Use of Disability Support Services (DSS) • Liaison at Gallaudet

13. written surveys • Online surveys, through email • Original instrument created by the team

14. interviews • During • Maryland & Gallaudet • Interpreter • Class environment, academic requirements, career development • After • Analysis of communication skills • Existing rubric • Comm. department, online, Gallaudet

15. spring 2008: gantt chart

16. junior year • Junior Colloquia • Draft & distribute online survey • Conduct interviews • Statistical & qualitative analysis • Begin to draft thesis • Begin to draft journal article

17. senior year • Final thesis paper • Apply for academic journal publication • Team Thesis Conference

18. Questions?

19. 1Wheeler-Scruggs, K. (2002). Assessing the employment and independence of people who are deaf and low functioning. American Annals of the Deaf, 147(4), 11-17. • 2Winn, S. (2006). Is there a link between hearing aid use, employment, and income. American Annals of the Deaf, 151(4), 434-440. • 3Bullis, M., Davis, C., Bull, B., & Johnson, B. (1997). Expectations versus realities: examination of the transition plans and experiences of adolescents who are deaf and adolescents who are hearing. Rehabilitation Counseling Bulletin, 40(4), 14-251. • 4Herring-Harrison, T. J., Gardner III, R., & Lovelace, T. S. (2007). Adapting peer tutoring for learners who are deaf or hard of hearing. Intervention in School & Clinic, 43(2), 82-87. • 5Angelides, P., & Aravi, C. (2007). A comparative perspective on the experiences of deaf and hard of hearing individuals as students at mainstream and special schools. American Annals of the Deaf, 151(5), 476-487. • 6 Bonds, B. G. (2003). School-to-work experiences: Curriculum as a bridge. American Annals of the Deaf, 148(1), 38-48. • 7Wheeler-Scruggs, K. (2002). Assessing the employment and independence of people who are deaf and low functioning. American Annals of the Deaf, 147(4), 11-17. • 8Bradley, M. (2004). A quiet success: career and technical education for deaf students. Techniques: Connecting Education and Careers, 79(2), 17-24. • 9 Bollag, B. (2006). The debate over deaf education. Chronicle of Higher Education, 52(36), 18-21.