Secondary School-Based Interventions and Social Engagement of Deaf Young Adults

Autor/inn/en	Ryan, Claire; Shaver, Debra; Garberoglio, Carrie Lou; Newman, Lynn A.
Titel	Secondary School-Based Interventions and Social Engagement of Deaf Young Adults
Quelle	In: Journal of Deaf Studies and Deaf Education, 26 (2021) 3, S.417-426 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enab011
Schlagwörter	Intervention; Deafness; Hearing Impairments; Self Advocacy; High School Students; Disabilities; Special Education; Longitudinal Studies; Transitional Programs; Social Behavior; Social Environment; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Selbstbehauptung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Social behaviour; Soziales Verhalten; Soziales Umfeld
Abstract	Successful social engagement is one of many important outcomes for deaf youth as they transition from high school to adult life. This study examined the effect of self-advocacy and social/life skill trainings in secondary school settings on social engagement after high school using propensity score modeling and data from the large-scale and nationally representative National Longitudinal Transition Study-2. Analyses focused on three types of post-high school social engagement: frequency of seeing friends, involvement in group activities, and participation in community service. A fourth outcome variable was created to indicate whether the individual was at least minimally engaged. Results found that deaf youth who received self-advocacy training in secondary school were significantly more likely to be at least minimally engaged than those who had not. These findings suggest that self-advocacy training in high school can help protect deaf youth against social isolation in young adulthood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01