Deaf and hard of hearing (DHH) students often experience systemic barriers to academic success, especially low expectations of what they know and can do. Longitudinal data analysis is critical to understanding how academic achievement for DHH students progresses over time and where they may need additional support on their academic journey to…

Research literature and community narratives both emphasize the importance of self-determination in the lives of deaf youth. This paper describes the development, initial validation, and potential applications of a translated measure of self-determination for deaf youth, the SDI:SR ASL Translation (SDI:SR ASL). A sample of 3,309 young people who…

This study used the National Longitudinal Transition Study--2 (NLTS2) data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth. Propensity scoring modeling results indicated that high expectations held by deaf youth and their parents significantly predicted…

Educational attainment is a crucial contributor to postsecondary achievement for deaf people, as a key component of narrowing employment gaps. Fewer deaf people complete high school and postsecondary education than their hearing peers, resulting in severe educational attainment gaps. However, secondary data analyses of the American Community…

Postsecondary entrance and placement tests provide critical information that shapes the trajectory of the transition from secondary to postsecondary education. Test accommodations can play an important role in reducing barriers that deaf students face during high-stakes testing. For deaf students, decisions about access and accommodations for…

Social skills are a vehicle by which individuals negotiate important relationships. The present article presents historical data on how social skills in deaf students were conceptualized and studied empirically during the period 1990-2015. Using a structured literature review approach, the researchers coded 266 articles for theoretical frameworks…

The evidence base for educational interventions for deaf students has been, and continues to be, called into question due to a lack of "gold standard" research available to support it. Yet the paucity of research in deaf education is not only in the volume of research that meets rigorous standards but also in its lack of attention to and…

Institutions of higher education have a primary mission of providing a quality eduation to all of its student, including students with disabilities. This practice brief describes tools used in an innovative approach to teaching observations that were designed to improve access for students with disabilities through inclusive teaching strategies,…

This study relied upon the lived experiences of deaf communities to develop community-driven solutions for eliminating employment and educational attainment gaps within deaf communities. "Community conversations," a community-based participatory research model, was used to engage a broad cross-section of deaf community members and…

This article presents results from a large-scale study of professionals who work with individuals who are deaf or hard-of-hearing (DHH). Participants were 1,345 professionals who work in a variety of roles, including educators, administrators, interpreters, vocational rehabilitation agency staff, and allied service providers. Participants shared…

While most research on transition outcomes focuses on education and employment, the transition to adulthood also includes social outcomes, such as group involvement and community service. The present study examined a broader set of outcomes for young deaf adults after postsecondary education. A secondary analysis of a large-scale data set, the…

The authors assessed the quality of single-case design (SCD) studies that assess the impact of interventions on outcomes for individuals who are deaf or hard-of-hearing (DHH). More specifically, the What Works Clearinghouse (WWC) standards for SCD research were used to assess design quality and the strength of evidence of peer-reviewed studies…

The authors assessed the quality of single-case design (SCD) studies that assess the impact of interventions on outcomes for individuals who are deaf or hard-of-hearing (DHH). More specifically, the What Works Clearinghouse (WWC) standards for SCD research were used to assess design quality and strength of evidence of peer-reviewed studies…

Approximately half of students who are deaf or hard of hearing (DHH) have a co-occurring disability. Although assessing as well as diagnosing learning disabilities (LDs) is particularly difficult in this population, it is important to properly identify students who may be eligible for academic interventions or accommodations. This study analyzed…

Individuals who are deaf have historically faced significant obstacles to equity in employment. This secondary analysis of data from the second National Longitudinal Transition Study (NLTS2) examined (a) intensive vocation-related courses taken by students who are deaf and (b) their impact on long-term employment outcomes. Deaf students in general…