Albuquerque Sign Language Academy (ASLA), a charter school in New Mexico, is a dual language English-American Sign Language (ASL) school, and half of the students at ASLA are deaf or hard of hearing, while the other half are hearing. Many students at the school also have disabilities other than or in addition to being deaf or hard of hearing, with…

As a significant number of British Columbia's Teachers of the Deaf and Hard of Hearing (ToDHHs) reach retirement eligibility in the coming decade, this report highlights various educational, economic and workplace-related impediments to attracting and retaining qualified ToDHHs in British Columbia (BC) public schools. The report endeavours to…

The authors used the hermeneutics approach within social cognitive career theory to explore employment trends and issues over the past 20 years relevant to Hispanic women who are deaf. Barriers to employment were discovered including discrepancies due to gender, race/ethnicity, and severity of hearing loss. Recommendations for policymakers and…

The most important finding from the initial analysis is that the deaf are distributed occupationally in all industries but at the lower end of the occupational hierarchy. Factors other than deafness may well prove to be more powerful predictors of a deaf person's occupational status than any analyzed thus far. (Author/IRT)

Research is presented that suggests three possible factors that hinder the career mobility of deaf federal employees: communication problems, lack of comparable education, and unawareness of appropriate behavior. Practical steps that employees may take to improve their situation are outlined. (Author/JDD)

This paper on postsecondary employment and education of deaf youth examines characteristics of deaf youth, their schools, and their training, such as changes in enrollment patterns and low graduation rates. It also discusses labor market conditions of special relevance, such as advanced skills requirements and the decline in goods-producing…

Presents results of surveys, taken before and after passage of the Americans with Disabilities Act (ADA) of employers and workers who are deaf, identifying two categories of factors impacting job retention and advancement: (1) individual worker performance attributes, and (2) aspects of the work environment. (Author/JDD)

This paper presents key results from a four-stage 15-year followup survey of deaf and hard of hearing graduates from 47 colleges and universities. The study also discusses the strengths and weaknesses of long-term alumni surveys to document institutional accountability and the effectiveness of quantitative measures to assess graduates'…

Interviews with 22 employed and 18 unemployed individuals with deafness indicated that both environmental and personal characteristics influenced their success or failure in advancing on the job and in getting job accommodations. Implications for employers, employees who are deaf, and service providers are discussed. (Author/JDD)

This study examined the vocational experiences of a national sample of 490 deaf and hard-of-hearing alumni of postsecondary education programs. The study reports on their employment status, job search strategies, and five-year work histories. Three influential factors are examined: severity of hearing loss, occupation, and stability of employment.…

A longitudinal survey of 240 college graduates with hearing loss found most were relatively successfully employed and satisfied with life. Larger proportions of alumni with deafness had earned advanced degrees, secured white-collar jobs, and earned more than those with hearing impairments. Recommendations for improving career decision making are…

Discrepancies in labor force, occupation, and earnings outcomes were observed between men and women in a follow-up study of 4,900 deaf high school graduates. Deaf women were found to pursue a relatively narrow range of programs. Deaf women with less than a bachelor's degree experienced high underemployment and unemployment relative to deaf men and…

Studying the employment outcomes expected from educational programs at the National Technical Institute for the Deaf (NTID) can aid planners of other occupational programs. The main barriers to planning education for work are the inaccessibility or unavailability of information, the arbitrary nature of occupational classification, and…