Service Providers' Perspectives on Life Skills and Deaf and Hard of Hearing Students with and without Additional Disabilities: Transitioning to Independent Living

Autor/inn/en	Donnellan, Laura; Mathews, Elizabeth S.
Titel	Service Providers' Perspectives on Life Skills and Deaf and Hard of Hearing Students with and without Additional Disabilities: Transitioning to Independent Living
Quelle	In: European Journal of Special Needs Education, 36 (2021) 4, S.547-561 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1776982
Schlagwörter	Deafness; Hearing Impairments; Comorbidity; Students with Disabilities; Independent Living; Daily Living Skills; Late Adolescents; Young Adults; Helplessness; Literacy; Numeracy; Self Determination; Interpersonal Relationship; Employment; Job Skills; Foreign Countries; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Selbstverantwortung; Alltagsfertigkeit; Halbstarker; Young adult; Junger Erwachsener; Hilflosigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Selbstbestimmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Dienstverhältnis; Produktive Fertigkeit; Ausland
Abstract	Life skills are essential for the successful transition from dependent childhood to independent adulthood. However, research has shown that there are substantial independent living concerns for many d/Deaf and hard of hearing (DHH) young people, in particular those with additional disabilities. Despite these difficulties, there has been limited data collected on service providers' understanding of life skills acquisition among their service users. This exploratory study examines how professionals working with young DHH adults, aged 15 to 20, many of whom have additional disabilities, conceptualise life skills. The key objective of this study was to ascertain how life skills are understood by these professionals. A purposive sample of 17 education and social care professionals was interviewed using semi-structured interviews. Thematic analysis revealed that while professionals from both the education and social care domains had an understanding of life skills, the classification of these skills was quite narrow and limited. Nonetheless, participants were able to provide much detail on deficits their service users had in many areas of life skills development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01