May 2005 Transition Services Preparation & Training Information and Skill Needs of Deaf and Hard-of-Hearing Consumers Regarding Computer and Assistive Technology ADARA Conference May 28, 2005 Pamela Luft, Ph.D. Kent State University

May 2005 Transition Services Preparation & Training Do Deaf and Hard-of-Hearing Consumers Understand Their Own Technology Needs? Assistive Technology Scherich (1996) Scherich (1996) 62% of accommodations were NOT appropriate 65% had inappropriate equipment 16% had poor work site awareness of needs 74% wished for different accommodations— but were not sure what would be better

May 2005 Transition Services Preparation & Training Do Deaf and Hard-of-Hearing Consumers Understand Their Own Technology Needs? Assistive Technology ADA requires the worker to make requests ADA requires the worker to make requests They must be knowledgeable Only 5% of employers denied requests made by employees

May 2005 Transition Services Preparation & Training Do D/HoH Consumers Understand Their Own Technology Needs? Computer Technology: Study of D/HoH students Study of D/HoH students Basic Computer Functions General Computer Applications Internet Skills Word Processing Personal Hearing Aid Usage Presentation Software (PowerPoint) Amplification/Recreation Accommodations General Amplification Signal & Alerting Systems Telephone & Communication Usage

May 2005 Transition Services Preparation & Training Survey Example

May 2005 Transition Services Preparation & Training

May 2005 Transition Services Preparation & Training Computer Technology Sample of 2 middle and 2 high schools No school or age group scored higher than 40% on: Basic Computer Functions Basic Computer Functions Word Processing Word Processing Presentation Software (PowerPoint) Presentation Software (PowerPoint) Signal Systems Signal Systems Telephone & Communications Systems Telephone & Communications Systems

May 2005 Transition Services Preparation & Training Computer Technology High School #1 scored highest on: General Applications: 53% General Applications: 53% Internet Skills: 53% Internet Skills: 53% Middle School #1 scored highest on: Hearing Aids: 40% Hearing Aids: 40% Amplification/Recreation: 45% Amplification/Recreation: 45% General Amplification: 50% General Amplification: 50% Signal Systems: 22% Signal Systems: 22%

May 2005 Transition Services Preparation & Training Summary of Skills Adult D/HoH workers: Have inadequate assistive technology Have inadequate assistive technology Do not know better devices to request Do not know better devices to request D/HoH students in school: Are not learning adequate computer skills Are not learning adequate computer skills Do not have a basic knowledge of personal assistive communication or alerting devices Do not have a basic knowledge of personal assistive communication or alerting devices Lack of access to knowledge and skills 89.54% of D/HoH students are educated in the public schools (USDoE, 2002) 89.54% of D/HoH students are educated in the public schools (USDoE, 2002)

May 2005 Transition Services Preparation & Training Challenges for RCDs How to efficiently and effectively provide: initial information and access about assistive technology initial information and access about assistive technology updated information and access about assistive technology updated information and access about assistive technology basic computer and personal assistive technology knowledge that is not learned in public schools basic computer and personal assistive technology knowledge that is not learned in public schools

May 2005 Transition Services Preparation & Training References Luft, P., Bonello, M. & Zirzow, N. (2003). Technology Skills Assessment for Middle- and High-School Deaf and Hard-of-Hearing Students. Twenty-ninth annual conference of the Association for College Educators of the Deaf and Hard of Hearing, San Antonio, TX. Scherich, D. L. (1996). Job accommodations in the workplace for persons who are deaf or hard of hearing: Current practices and recommendations. Journal of Rehabilitation, 62, U. S. Department of Education, Office of Special Education Programs. (2002). Twenty-fourth annual report to Congress on the implementation of the individuals with disabilities education act. Washington, DC: Author. Contact Information: Dr. Pamela Luft (330)