Abstract
Transition from school into the world of work can be difficult. Literacy, communication, and technology skills must be well-developed to enter and remain on the job. Strong school preparation opportunities can help ease the transition. In 1994, as part of the national movement for educational reform. Congress passed the School-to-Work Opportunities Act (STWOA), which recognized the importance of including every student from kindergarten through grade 12, with special focus on the needs of women, minorities, and disabled individuals. The Act, linked with the Individuals with Disabilities Education Act (IDEA), requires that educational programs develop school to work (STW) transition plans for all disabled students 16 years of age and older. STWOA stipulates that, in addition to work, trade school or college placement is also considered employment. Transition plans can ensure better preparation for both college and work. Alumni surveys from Gallaudet University and Rochester Institute of Technology suggest that salaries and career opportunities for Deaf individuals are correlated with continued education. Transition opportunities are state and locally based and are seen as incorporated within school, family, business, and community partnerships. These partnerships, along with effective staff development for teachers, professionals, industry participants, and motivated students promote successful transitions into the world of work. Transition teams will be required to work with the deaf and hard-of-hearing student toward achieving appropriate levels of marketable skills to enter tomorrow's workplace.
Recommended Citation
Bonds, B. G. (2019). School-to-Work Transitions for Deaf and Hard-of-Hearing Students in America. JADARA, 35(3). Retrieved from https://nsuworks.nova.edu/jadara/vol35/iss3/4
