Anderson, G.B. (1986). Employability enhancement skills training for deaf rehabilitation clients. In D. Watson, G. Anderson, & M. Taff-Watson (Eds.), Integrating human resources, technology and systems in deafness (Tenth Biennial Conference of the American Deafness and Rehabilitation Association, May 21-24, 1985). Silver Spring, MD: American Deafness and Rehabilitation Association.
Discusses factors that affect the employability of deaf clients and programmatic issues that should be considered in the development and implementation of employability enhancement skills training programs for deaf clients.
Applying technology in the work environment. (1990). Hot Springs, AR: Hot Springs Rehabilitation Center.
This is a joint publication of the Work Environment & Technology Committee of the President's Committee on Employment of People with Disabilities and the Arkansas Research and Training Center in Vocational Rehabilitation. Based on a series of symposia, the monograph provides diverse perspectives on issues related to the application of technology to the needs of workers with disabilities.
Brockway, J., & Stofocik, L. (1983). Vocational education for the adult deaf in Ohio public schools. In G.D. Tyler, (Ed.), Critical issues in rehabilitation and human services. Silver Spring, MD: American Deafness and Rehabilitation Association.
Describes the Trades and Industries Program used to train handicapped adults who are over 16 years old. Outlines the organizational and course offerings of the program.
Bukun, N.I. (1985). Importance of the school period of occupational training of the deaf for adaptation at industrial enterprises. Defektologiya, 2, 18-23.
Studies features of the work activity and professional adaptation of 84 graduates of a school for deaf adults who had been working for one month to 10 years or longer. Working conditions, indicators of work capacity, psychophysiological demands of the jobs, energy expenditure, cardiovascular and central nervous system effects, and attention parameters were compared. The findings indicate the need to establish continuity between professional training in the school setting and professional activity in industry.
Bullis, M., & Egelston-Dodd, J. (1990). Priorities in the school-to-community transition of adolescents who are deaf. Career Development for Exceptional Individuals, 13(1), 71-82.
Issues relevant to the school-to-community transition of deaf adolescents were identified and subsequently prioritized by 339 deafness professionals. Issues receiving highest priority were related to joint planning efforts among schools, departments of vocational rehabilitation, and families; training of independent living skills; and development of Individualized Transition Plan procedures.
Callaway, T., & Tucker, C.M. (1986). Rehabilitation of deaf black individuals: Problems and intervention strategies. Journal of Rehabilitation, 52(4), 53-56.
The double minority status of individuals who are deaf and black has resulted in educational, employment, and socialization experiences that have created barriers to their rehabilitation. Specific strategies for effective rehabilitation counseling with deaf black persons are presented.
Castle, D.L. (1988). Telephone strategies: A technical and practical guide for hard-of-hearing people. Bethesda, MD: Self Help for Hard of Hearing People, Inc.
This book combines practical and technical aspects of communicating on the telephone for hard-of-hearing people. Text includes two tear-out pages to post near the phone for easy reference.
Cowan, N. (1986). Preparing for work: Student workbook and teacher guide. Washington, DC: Gallaudet College, Pre-College Programs.
This student workbook aims to prepare deaf high school students for work by assisting them in the job search process. The accompanying teacher's guide outlines course objectives, course requirements and concepts to emphasize in classroom discussions.
Danek, M.M. (1987). Personnel shortages and practitioner competencies in deafness rehabilitation. American Rehabilitation, 13(3), 8-14.
Notes sever shortage of trained and qualified personnel in different rehabilitation roles to service deaf adults, without which programs and services cannot be developed successfully.
Danek, M.M., Seay, P.C., & Collier, M.L. (1989). Supported employment and deaf people: Current practices and emerging issues. Special issue: Issues in supported employment: Concerns for rehabilitation counselors. Journal of Applied Rehabilitation Counseling, 20(3), 34-43.
This issue provides an overview of deafness and employment issues for people who are deaf, reviews current and historical transition initiatives for deaf youth, and identifies applications of the supported employment concept to the needs of deaf youth and adults.
DeCaro, J., et al. (1987). Lifelong learning and employment. American Annals of the Deaf, 132(5), 310-320.
The report of a section meeting of the 1987 Forum on Deafness contains transcripts of the following presentations: "Learning throughout a lifetime"; "Trends and directions in vocational rehabilitation and their influence upon the education of deaf people"; "People who are disabled and employment".
Egan, I., Fredericks, H.B., & Hendrickson, K. (1985). Teaching associated work skills to adolescents with severe handicaps. Education and Treatment of Children, 8(3), 239-250.
Research literature demonstrates that individuals with handicaps are unsuccessful in community jobs most often because they lack associated work skills (such as communication, mobility, transportation, self help/grooming). Results of the present study indicate that this curricular area should be a priority at the secondary level.
Evans, G., Sendelbaugh, J., & Bullis, M. (1991). Deaf Training Programme (DTP) new careers/children's home of Winnipeg. ACEHI Journal, 16(2-3), 147.
The federally and provincially funded Deaf Training Programme in Winnipeg, Manitoba, Canada trains deaf individuals to be human service workers, primarily in mainstream settings. The program uses American Sign Language as the language of instruction and a competency-based model of instruction. Nine students have successfully completed training.
Freeburg, J., Sendelbaugh, J., & Bullis, M. (1991). Barriers in school-to-community transition. American Annals of the Deaf, 136(1), 38-47.
A total of 246 parents and educators of deaf students, rehabilitation specialists, and deaf adults were surveyed regarding obstacles to school-to-community transitions for youth in the Pacific Northwest. Results are delineated for three groups: deaf individuals, hard-of-hearing individuals, and deaf multihandicapped individuals.
Guttman, R. (1983). Job training partnership act: New help for the unemployed. Monthly Labor Review, 106, 3-10.
A result of broad bipartisan support, the law that replaces CETA is designed to encourage business and State and local governments to work together to train disadvantaged or dislocated workers for employment in the private sector.
Halcrow, A. (1986). "This program has offered people a second chance." Personnel Journal, 65(5), 10, 12.
Describes an E.F. Hutton sponsored word-processing training classes for hearing impaired persons, most of whom were hired at the conclusion of the program.
Harmon, M., & Frantz, M. (1986). Computer use as a tool in vocational preparation and adult basic educational curriculums. In H.J. Murphy (Ed.), Computer technology/special education/rehabilitation: Proceedings of the Conference (Northridge, CA, October 16-18, 1986). (ERIC Document Reproduction Services No. ED290263).
Describes a 3-year project which helped deaf workers and students acquire basic computer operating skills.
Harnisch, D.L., et al. (1986-89). Transition literature review: Educational employment, and independent living outcomes. Champaign, IL: University of Illinois, Secondary Transition Intervention Effectiveness Institute. (ERIC Document Reproduction Services Nos. ED 279 122, ED 294 383, ED 315 984).
This review in three volumes, focuses on both published and unpublished literature in the areas of education, employment, and independent living outcomes across 13 handicapping conditions, including hearing impairments, and deaf-blindness.
Liscio, M.A. (1986). A guide to colleges for hearing-impaired students. New York: Academic Press.
Extensive listing of two-year and four-year colleges in the U.S. that have accredited programs and services for hearing-impaired students. Contains a summary on each school with such information as contact person, admissions requirements, application deadline, fees for tuition and room/board, size of the school, programs offered, as well as information on special services for speech- and hearing-impaired students.
Long, N.M., & Davis, G. (1986). Self-directed job seeking skills training: Utilization in a projects with industry program for deaf persons. In D. Watson, G. Anderson, & M. Taff-Watson (Eds.), Integrating human resources, technology and systems in deafness (Tenth Biennial Conference of the American Deafness and Rehabilitation Association, Little Rock, Arkansas, May 21-24, 1985). Silver Spring, MD: American Deafness and Rehabilitation Association.
The value of job seeking skills training programs in effecting increased placement rates is discussed. Guidelines for implementation for use with deaf clients are offered. Modifications suggested are the result of a joint effort between the Arkansas Rehabilitation Research and Training Center on Deafness/Hearing Impairment and the Tulsa Speech and Hearing Association.
Low, W. (1984). Catch Tomorrow: Career Awareness Summer Program, literature and materials review. Washington, DC: Model Secondary School for the Deaf, and Rochester, NY: National Technical Institute for the Deaf. (ERIC Document Reproduction Services No. ED 250 896)
Describes the development of a high-school-age career awareness summer program, and provides an annotated bibliography of career education materials and resources.
Mallory, J.R., & Norton, M.J. (1990). Deaf engineers entering the job scene. Engineering Network News, 2(2), 1.
The authors discuss the engineering program at the Rochester Institute of Technology, which provides deaf and hearing-impaired students with the training they need to become productive professionals.
Marut, P., Watson, D., & Buford, D. (1984). National directory of rehabilitation facilities offering vocational evaluation and adjustment training to hearing impaired persons. Little Rock, AR: Rehabilitation Research and Training Center on Deafness and Hearing Impairment, University of Arkansas.
This directory lists rehabilitation programs, by state, and includes such information as contact people, program description, admission requirements, services, and number of deaf students.
Moses, J.F. (1988). Preparing for the brave new workplace: The impact of new technology on the employment of people with disabilities. International Rehabilitation Review, 39(2/3), 7-11.
Discusses the importance for people with disabilities to keep up with new technologies. Includes books, studies, conference reports, related directories and guidebooks dealing with technology and the employment of disabled people.
Myers, P.C., & Danek, M.M. (1990). Deaf employment assistance network: A model for employment service delivery. Journal of the American Deafness and Rehabilitation Association, 24(2): 59-67.
The successful rehabilitation of deaf clients depends on attention to both individual and environmental factors which hinder vocational attainment and satisfaction. Service providers should be aware of and utilize employment and employability interventions which address these factors. This paper presents a comprehensive model for employment service delivery.
Olson, J.R. (1989). Project IDEA: International Deaf Education Association. American Annals of the Deaf, 134(5), 338-40.
This article describes Project IDEA's origins as a program of the Peace Corps and the assistance it received from the Montana State University Theatre of Silence. In Bohol, Philippines, IDEA has developed a deaf community, a special/vocational education program, and job skills through employment in a cafe and bamboo rake factory.
Ouellette, S.E., & Dwyer, C. (1983). An analysis of employment search, development and placement strategies currently employed with hearing impaired persons in the United States. Journal of Rehabilitation of the Deaf, 17(3), 13-20.
Programs serving hearing-impaired individuals were surveyed as to the job search strategies they taught, instructional methods, job development and placement techniques.
Rawlings, B., Karchmer, M., and DeCaro, J.J. (Eds.) (1991). College & career programs for deaf students. Washington, DC: Gallaudet University, Center for Assessment and Demographic Studies.
Lists more than 150 post-secondary programs in the United States and Canada, giving program listings by geographic region and state, information about admissions, enrollment, costs, degrees available, and preparatory activities for each program, a reference table of support services available at all institutions, and an informative question and answer section for students.
Roessler, R., & Schreiner, K. (1992?) Employment priorities for the '90s. Fayetteville, AR: Arkansas Research and Training Center in Vocational Rehabilitation, University of Arkansas.
Prepared by the Employment Preparation Committee of the President's Committee on Employment of People with Disabilities and the Arkansas Research and Training Center in Vocational Rehabilitation, this monograph lists recommendations that can be used by professionals to help students with career preparation, placement, and employment. It suggests support systems that may be used while continuing employment. The remainder of the monograph lists strengths and problems encountered by member students while seeking or continuing their employment.
Sandelbaugh, J.P., & Bullis, M. (1988). Special education and rehabilitation policies for the school to community transition of students with hearing impairments. Journal of the American Deafness and Rehabilitation Association, 21 (4), 15-20.
The national survey to determine what state level transition provisions exist between special education and rehabilitation services for hearing-impaired students found that half of the vocational rehabilitation and one-fourth of the special education agencies have a formal state-level transition plan in place.
Scheetz, N.A. (1989). Mainstreaming the hearing-impaired student in the college classroom: A comprehensive approach. In Education and the Changing Rural Community: Anticipating the 21st Century: Proceedings of the 1989 ACRES/NRSSC Symposium. (ERIC Document Reproduction Services No. ED 315 202).
This paper examines characteristics of people who are hearing impaired relative to educational and employment potential, and the college programs available to prepare them for employment.
Shrout, R.N. (1991). Resource directory for the disabled. New York: Facts On File.
The purpose of this book is to make it easier for disabled people to learn of the many forms of assistance available that can make their lives easier. The book is divided into four main sections: "General Resources for the Disabled," "Resources for the Mobility Impaired," "Resources for the Visually Impaired," and "Resources for the Hearing Impaired." Included in each section is information about appliances and devices, using computers, and employment/training opportunities.
Transition summary: Options after high school for youth with disabilities. (1991). Washington, DC: National Information Center for Children and Youth with Disabilities.
This publication discusses employment options, adult systems that can provide services after youth leave high school, and traditional training and education options that students may wish to consider.
Tuccelli, M. (1983). It's a hearing, hearing world: A life skills workshop for hearing-impaired students. American Annals of the Deaf, 128(3), 388-389.
A workshop planned to provide experiences in the business world--employers, banks, utility companies--for hearing impaired high school students. The importance of career planning for the student and the difficulties of communication for the employer were discussed.
Using your TTY/TDD [media]. 1989, 1/2" videocassette, 26 minutes, captioned, color, sound.
Describes in detail the procedures for making and receiving phone calls using TTY/TDDs. Includes use of abbreviations and punctuation, and TTY, TDD etiquette.Available: Sign Media, Inc.
Gail Kovalik
4/19/96
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