{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80378"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80378","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Factors That Reduce Transition Barriers Faced by Deaf Students","abstract":"This study identified specific solutions to 18 barriers faced by deaf youth as they transition from school to work. A total of 117 solutions were identified, with an average of 6.5 solutions per barrier. This research extends past research (i.e., literature) by identifying solutions to transition barriers that were previously identified (Freeburg, et al., 1991; Vaupel & Singleton, 1999). First, two informant groups generated solutions to 18 barriers. One group consisted of secondary educators (1 deaf, 3 hearing) of deaf students from a state residential school and the other consisted of secondary educators (2 deaf, 2 hearing) of deaf students from a Chicago public school. Next, solutions were combined from the two groups into a survey instrument that was mailed to 30 deaf educators in residential schools, 30 hearing educators in residential schools, 30 deaf educators in public schools and 30 hearing educators in public schools. Each respondent rated the effectiveness of each solution. Independent variables were hearing status (deaf/hearing) and school type (residential/public). Of the 117 solutions identified, 3 0 significant differences were found between respondent groups. Of the 30 differences, 22 referred to hearing status (deaf versus hearing), 6 referred to school type (public versus residential), and 2 resulted from an interaction between these two. The 117 solutions typically suggested actions that could be taken in solving or reducing the barrier, with 79 involving the school, 23 involving the community, 9 involving the parents, and 6 involving the deaf student.","abstract_html":"This study identified specific solutions to 18 barriers faced by deaf youth as they transition from school to work. A total of 117 solutions were identified, with an average of 6.5 solutions per barrier. This research extends past research (i.e., literature) by identifying solutions to transition barriers that were previously identified (Freeburg, et al., 1991; Vaupel & Singleton, 1999). First, two informant groups generated solutions to 18 barriers. One group consisted of secondary educators (1 deaf, 3 hearing) of deaf students from a state residential school and the other consisted of secondary educators (2 deaf, 2 hearing) of deaf students from a Chicago public school. Next, solutions were combined from the two groups into a survey instrument that was mailed to 30 deaf educators in residential schools, 30 hearing educators in residential schools, 30 deaf educators in public schools and 30 hearing educators in public schools. Each respondent rated the effectiveness of each solution. Independent variables were hearing status (deaf/hearing) and school type (residential/public). Of the 117 solutions identified, 3 0 significant differences were found between respondent groups. Of the 30 differences, 22 referred to hearing status (deaf versus hearing), 6 referred to school type (public versus residential), and 2 resulted from an interaction between these two. The 117 solutions typically suggested actions that could be taken in solving or reducing the barrier, with 79 involving the school, 23 involving the community, 9 involving the parents, and 6 involving the deaf student.","abstract_has_math":false,"creators":["Vaupel, Steven Glen"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Frank Rusch","Jenny Singleton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:49Z","date_published":"2015-09-25T19:56:49Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Guidance and Counseling"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9955674"],"render_values":[{"text":"(MiAaPQ)AAI9955674","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80378","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Frank Rusch","Jenny Singleton"]},{"key":"dc:creator","label":"Author","values":["Vaupel, Steven Glen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:49Z","10000-01-01","2000"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Guidance and Counseling"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80378","(MiAaPQ)AAI9955674"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study identified specific solutions to 18 barriers faced by deaf youth as they transition from school to work. A total of 117 solutions were identified, with an average of 6.5 solutions per barrier. This research extends past research (i.e., literature) by identifying solutions to transition barriers that were previously identified (Freeburg, et al., 1991; Vaupel & Singleton, 1999). First, two informant groups generated solutions to 18 barriers. One group consisted of secondary educators (1 deaf, 3 hearing) of deaf students from a state residential school and the other consisted of secondary educators (2 deaf, 2 hearing) of deaf students from a Chicago public school. Next, solutions were combined from the two groups into a survey instrument that was mailed to 30 deaf educators in residential schools, 30 hearing educators in residential schools, 30 deaf educators in public schools and 30 hearing educators in public schools. Each respondent rated the effectiveness of each solution. Independent variables were hearing status (deaf/hearing) and school type (residential/public). Of the 117 solutions identified, 3 0 significant differences were found between respondent groups. Of the 30 differences, 22 referred to hearing status (deaf versus hearing), 6 referred to school type (public versus residential), and 2 resulted from an interaction between these two. The 117 solutions typically suggested actions that could be taken in solving or reducing the barrier, with 79 involving the school, 23 involving the community, 9 involving the parents, and 6 involving the deaf student.","Made available in DSpace on 2015-09-25T19:56:49Z (GMT). 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A total of 117 solutions were identified, with an average of 6.5 solutions per barrier. This research extends past research (i.e., literature) by identifying solutions to transition barriers that were previously identified (Freeburg, et al., 1991; Vaupel & Singleton, 1999). First, two informant groups generated solutions to 18 barriers. One group consisted of secondary educators (1 deaf, 3 hearing) of deaf students from a state residential school and the other consisted of secondary educators (2 deaf, 2 hearing) of deaf students from a Chicago public school. Next, solutions were combined from the two groups into a survey instrument that was mailed to 30 deaf educators in residential schools, 30 hearing educators in residential schools, 30 deaf educators in public schools and 30 hearing educators in public schools. Each respondent rated the effectiveness of each solution. Independent variables were hearing status (deaf/hearing) and school type (residential/public). Of the 117 solutions identified, 3 0 significant differences were found between respondent groups. Of the 30 differences, 22 referred to hearing status (deaf versus hearing), 6 referred to school type (public versus residential), and 2 resulted from an interaction between these two. The 117 solutions typically suggested actions that could be taken in solving or reducing the barrier, with 79 involving the school, 23 involving the community, 9 involving the parents, and 6 involving the deaf student.","Made available in DSpace on 2015-09-25T19:56:49Z (GMT). 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