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Journal of Deaf Studies and Deaf Education 8:4 2003
© 2003 Oxford University Press

Endnote

Transition for Deaf and Hard-of-Hearing Students: A Blueprint for Change

Frank G. Bowe

Hofstra University

The large and growing number of deaf and hard-of-hearing adults who are "low-functioning deaf" (LFD), the unmet needs of many young people who are deaf or hard of hearing, and the continuing high rates of dropping out argue for a change in secondary programming for multiply disabled deaf and hard-of-hearing students and for others who are at risk of becoming LFD as adults. The LFD designation refers to youth and adults who read at very low levels, whether or not they have a second disability in addition to hearing impairment. This article reviews research related to transition for adolescents with disabilities as well as those who are deaf or hard of hearing. It then offers a case for change, one that, for the United States, represents a poignant return to a time past.

This article was prepared, in part, with the support of a Mary E. Switzer Distinguished Fellowship award from the National Institute on Disability and Rehabilitation Research; the views expressed should not be assumed to represent those of the U.S. Department of Education. Correspondence should be sent to Frank G. Bowe, Department of Counseling, Research, Special Education, and Rehabilitation (CRSR), 111 Mason Hall, 124 Hofstra University, Hempstead, NY 11549 (e-mail: frank.bowe{at}hofstra.edu)

Received October 15, 2002; revised December 20, 2002; accepted January 10, 2003


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