Skip to main content
SpringerLink
Log in

Promoting Resilience in Deaf Adolescents

  • Chapter
  • First Online:
Resilience in Deaf Children

Abstract

This chapter examines the unique conditions and circumstances that both promote and prevent deaf adolescents from successfully preparing to assume roles and responsibilities of adulthood. As adolescents, their life path has begun to assume a certain trajectory with developmental successes and challenges resulting from circumstances, events, and decisions that occurred much earlier. Therefore, this chapter examines some of the antecedent factors and conditions that can intensify over time and ultimately become important influences on adolescence and early adulthood. This chapter focuses on deaf adolescents born with a hearing loss or who acquired it before age two; these individuals are identified as having congenital (at birth) or prelingual hearing losses. The majority of deaf children with prelingual hearing losses are born to hearing parents who often struggle to communicate clearly with their deaf infants (Zaidman-Zait, J Deaf Stud Deaf Educ 12:221–241, 2007; Zaidman-Zait & Young, J Deaf Stud Deaf Educ 13:55–59, 2008). Hearing loss prevents the spoken language that surrounds the infant from mapping onto the language centers of the brain (Easterbrooks & Baker, Language learning in children who are deaf and hard of hearing: Multiple pathways, 2002). The evidence for this is significant delays in language development that begin in the deaf child’s infancy and often extend throughout their school years (Friedmann & Szterman, J Deaf Stud Deaf Educ 11(1):56–75, 2005; Mayne, Volta Rev 100:1–28, 1998; Moeller, Pediatrics 106:1–9, 2000; Newcomer & Hammill, Test of language development-primary 3, 1977). And despite having normally distributed range of intellectual abilities, the majority of deaf students graduate high school with reading and academic content knowledge 5 or more years below their normally hearing peers (Moores, Educating the deaf: Psychology, principles, and practices, 2001; Traxler, J Deaf Stud Deaf Educ 5:337–348, 2000). One of the important markers of potential risk for deaf children is failure to meet age-appropriate milestones, beginning with language.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Allen, T. E. (1994). Who are the deaf and hard-of-hearing students leaving high school and entering postsecondary education? Paper submitted to Pelavin Research Institute, A Comprehensive Evaluation of the Postsecondary Educational Opportunities for Students who are Deaf or Hard of Hearing, funded by the U.S. Office of Special Education and Rehabilitative Services. Retrieved from http://www.gallaudet.edu/∼cadsweb/whodeaf.html

  • Allen, T., Rawlings, B., & Schildroth, A. (1989). Deaf students and the school-to-work transition. Baltimore, MD: Paul H. Brookes.

    Google Scholar 

  • Americans with Disabilities Act of 1990, 42 U.S.C.A. § 12101 et seq.

    Google Scholar 

  • Baer, R. (2008). Transition planning. In R. W. Flexer, R. M. Baer, P. Luft, & T. J. Simmons (Eds.), Transition planning for secondary students with disabilities (3rd ed., pp. 317–339). Upper Saddle River, NJ: Pearson.

    Google Scholar 

  • Bailes, C. N. (1999). Deaf-centric teaching. In L. Bragg (Ed.), Deaf world: A historical reader and primary sourcebook (pp. 211–233). New York: New York University Press.

    Google Scholar 

  • Barker, D. H., Quittner, A. L., Fink, N. E., Eisenberg, L. S., Tobey, E. A., & Niparko, J. K. (2009). Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent–child communication. Development and Psychopathology, 21, 373–392.

    Article  PubMed  Google Scholar 

  • Bat-Chava, Y., Rosen, R. B., Sausa, A., Meza, C., Shockett, S., & Deignan, E. (1999). An evaluation of a college preparatory and readiness program for deaf students. Journal of Rehabilitation, 65, 51–59.

    Google Scholar 

  • Bernstein, D. K., & Levey, S. (2002). Language development: A review. In D. K. Bernstein & E. Tiegerman-Farber (Eds.), Language and communication disorders in children (5th ed., pp. 27–94). Boston: Allyn & Bacon.

    Google Scholar 

  • Bodner-Johnson, B. (1986). The family environment and achievement of deaf students: A discriminant analysis. Exceptional Children, 52, 443–449.

    PubMed  Google Scholar 

  • Bosso, E. (2008). Testing, accountability, and equity for deaf students in Delaware. In R. C. Johnson & R. E. Mitchell (Eds.), Testing deaf students in an age of accountability (pp. 167–180). Washington, DC: Gallaudet University Press.

    Google Scholar 

  • Bowe, F. G. (2003). Transition for deaf and hard-of-hearing students: A blueprint for change. Journal of Deaf Studies and Deaf Education, 8, 485–493.

    Article  PubMed  Google Scholar 

  • Bowe, F. G. (2004). Economics and adults identified as low-functioning deaf. Journal of Disability Policy Studies, 15, 43–49.

    Article  Google Scholar 

  • Brendtro, L. K. (2006). The vision of Urie Bronfenbrenner: Adults who are crazy about kids. Reclaiming Children and Youth, 15, 162–166.

    Google Scholar 

  • Bronfenbrenner, U. (1976). The ecology of human development. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Bronfenbrenner, U. (1988). Interacting systems in human development. Research paradigms: Present and future. In N. Bolger, A. Caspi, G. Dowey, & M. Morehouse (Eds.), Persons in context: Developmental processes (pp. 25–49). New York: Cambridge University Press.

    Google Scholar 

  • Bronfenbrenner, U. (1989). The developing ecology of human development: Paradigm lost or paradigm regained. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Kansas City, Missouri, April 27–30.

    Google Scholar 

  • Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (Ed.), Six theories of child development: Revised formulations and current issues (pp. 187–249). London: Jessica Kingsley.

    Google Scholar 

  • Bronfenbrenner, U. (1999). Environments in developmental perspective: Theoretical and ­operational models. In S. L. Friedman & T. D. Wachs (Eds.), Measuring environment across the life span: Emerging methods and concepts. Washington, DC: American Psychological Association.

    Google Scholar 

  • Bronfenbrenner, U. (2001). The bioecological theory of human development. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (Vol. 10, pp. 6973–6970). New York: Elsevier.

    Google Scholar 

  • Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Bull, B., & Bullis, M. (1991). A national profile of school-based transition programs for deaf adolescents. American Annals of the Deaf, 136, 339–348.

    PubMed  Google Scholar 

  • Bullis, M., Bull, B., Johnson, B., & Peters, D. (1995). The school-to-community transition experiences of hearing young adults and young adults who are deaf. Journal of Special Education, 28, 405–423.

    Article  Google Scholar 

  • Calderon, R., Bargones, J., & Sidman, S. (1998). Characteristics of hearing families and their young deaf and hard of hearing children: Early intervention follow-up. American Annals of the Deaf, 143, 347–342.

    PubMed  Google Scholar 

  • Carlson, E., Chen, L., Schroll, K., & Schein, S. (2003). SPeNSE (study of personnel needs in special education): Final report of the paperwork substudy. Washington, DC: U.S. Department of Education. Retrieved September 24, 2008, from http://Ferdig.coe.ufl.edu/spense/Finalpaperworkreport3-24-031.doc

  • Charlson, E., Bird, R. L., & Strong, M. (1999). Resilience and success among deaf high school students: Three case studies. American Annals of the Deaf, 144, 226–235.

    PubMed  Google Scholar 

  • Crockenberg, S. B. (1981). Infant irritability, mother responsiveness, and social support influences on the security of infant–mother attachment. Child Development, 52, 857–865.

    Article  PubMed  Google Scholar 

  • Crockenberg, S. B. (1985). Professional support and care of infants by adolescent mothers in England and the United States. Journal of Pediatric Psychology, 10, 413–428.

    Article  PubMed  Google Scholar 

  • Crockenberg, S. B. (1987). Support for adolescent mothers during the postnatal period: Theory and research. In C. F. Z. Boukydis (Ed.), Research on support for parents and infants in the postnatal period (pp. 3–34). Westport, CT: Ablex.

    Google Scholar 

  • Easterbrooks, S. R., & Baker, S. (2002). Language learning in children who are deaf and hard of hearing: Multiple pathways. Boston: Allyn & Bacon.

    Google Scholar 

  • El-Khiami, A. (1993). Employment transitions and establishing careers by postsecondary alumni with hearing loss. Volta Review, 95, 357–366.

    Google Scholar 

  • Feinstein, S., Baartman, J., Buboltz, M., Sonnichsen, K., & Solomon, R. (2008). Resiliency in adolescent males in a correctional facility. Journal of Correctional Education, 59, 94–105.

    Google Scholar 

  • Friedmann, N., & Szterman, R. (2005). Syntactic movement in orally trained children with hearing impairment. Journal of Deaf Studies and Deaf Education, 11(1), 56–75.

    Article  PubMed  Google Scholar 

  • Gallaudet Research Institute. (2008). Regional and national summary report of data from the 2007–08 annual survey of deaf and hard of hearing children and youth. Washington, DC: GRI, Gallaudet University. Retrieved August 8, 2009, from http://gri.gallaudet.edu/Demographics/2008_National_Summary.pdf

  • Geers, A. E., & Moog, J. S. (Eds.) (1994). Effectiveness of cochlear implants and tactile aides for deaf children: The sensory aids study at Central Institute for the Deaf. Volta Review, 96, 1–231.

    Google Scholar 

  • Goodnow, J. J. (2006). Research and policy: Second looks at views of development, families, and communities, and at translations into practice. In A. Clarke-Stewart & J. Dunn (Eds.), Families count: Effects on child and adolescent development: The Jacobs Foundation series on adolescence (pp. 337–360). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Granic, I., Dishion, T. J., & Hollenstein, T. (2003). The family ecology of adolescence: A dynamic systems perspective on normative development. In G. R. Adams & M. D. Berzonsky (Eds.), Blackwell handbook of adolescence (pp. 60–91). Malden, MA: Blackwell Publishing.

    Google Scholar 

  • Halpern, A. S., Doren, B., & Benz, M. R. (1993). Job experiences of students with disabilities during their last two years in school. Career Development for Exceptional Individuals, 16, 63–73.

    Article  Google Scholar 

  • Harmon, M., Carr, N., & Johnson, T. (1998). Services to low functioning deaf and hard of hearing persons. 1998 PEPNet Conference Proceedings: Empowerment Through Partnerships. April 29–May 2, 1998. Retrieved September 28, 2008, from http://www.pepnet.org/confpast/1998/pdf/harmon.pdf

  • Harney, P. A. (2007). Resilience processes in context: Contributions and implications of Bronfenbrenner’s person–process–context model. Journal of Aggression, Maltreatment, and Trauma, 14, 73–87.

    Article  Google Scholar 

  • Heal, L. W., Gonzalez, P., Rusch, F. R., Copher, J. I., & DeStefano, L. (1990). A comparison of successful and unsuccessful placements of youths with mental handicaps into competitive employment. Exceptionality, 1, 181–196.

    Article  Google Scholar 

  • Hintermair, J. (2000). Hearing impairment, social networks, and coping: The need for families with hearing-impaired children to relate to other parents and to hearing-impaired adults. American Annals of the Deaf, 145, 41–53.

    PubMed  Google Scholar 

  • Hoff, D., & Holsapple, M. (2009, March). Maintaining a focus on employment in tough economic times. Community Services Reporter (CSR), monthly newsletter of the National Association of State Directors of Developmental Disability Services (NASDDDS), Retrieved October 7, 2010, from http://www.nasddds.org/pdf/MaintainingFocusOnEmployment.pdf

  • Hudson, P. J., Schwartz, S. E., Sealander, K. A., Campbell, P., & Hensel, J. W. (1988). Successfully employed adults with handicaps: Characteristics and transition strategies. Career Development for Exceptional Individuals, 11, 7–14.

    Article  Google Scholar 

  • Individuals with Disabilities Education Improvement Act of 2004 (IDIEA), 20 U.S.C. § 1400.

    Google Scholar 

  • Jackson, C. W., & Turnbull, A. (2004). Impact of deafness on family life: A review of the literature. Topics in Early Childhood Special Education, 24, 15–29.

    Article  Google Scholar 

  • Jaffee, S. R., Caspi, A., Moffit, T. E., Polo-Tomás, M., & Taylor, A. (2007). Individual, family, and neighborhood factors distinguish resilient from non-resilient maltreated children: A cumulative stressors model. Child Abuse and Neglect, 31, 231–253.

    Article  PubMed  Google Scholar 

  • Karchmer, M. A., & Mitchell, R. E. (2003). Demographic and achievement characteristics of deaf and hard-of-hearing students. In M. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies, language, and education (pp. 21–37). New York: Oxford University Press.

    Google Scholar 

  • Kuder, S. J. (2008). Teaching students with language and communication disabilities. Boston: Pearson.

    Google Scholar 

  • Lindstrom, L., Doren, B., Metheny, J., Johnson, P., & Zane, C. (2007). Transition to employment: Role of the family in career development. Exceptional Children, 73, 348–366.

    Google Scholar 

  • Luft, P. (2008). Multicultural and collaborative competencies for working with families. In R. W. Flexer, R. M. Baer, P. Luft, & T. J. Simmons (Eds.), Transition planning for secondary students with disabilities (3rd ed., pp. 54–81). Upper Saddle River, NJ: Pearson.

    Google Scholar 

  • Luft, P., & Huff, K. (in press). How prepared are transition-age DHH students for adult living? Results of the transition competency battery. American Annals of the Deaf.

    Google Scholar 

  • Lundy, J. D. B. (2002). Age and language skills of deaf children in relation to theory of mind development. Journal of Deaf Studies and Deaf Education, 7, 41–56.

    Article  PubMed  Google Scholar 

  • Marschark, M. (2000). Education and development of deaf children – Or is it development and education? In P. E. Spencer, C. J. Erting, & M. Marshark (Eds.), The deaf child in the family and at school: Essays in honor of Kathryn P. Meadow-Orlans (pp. 275–291). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Marschark, M., Rhoten, C., & Fabich, M. (2007). Effects of cochlear implants on children’s reading and academic achievement. Journal of Deaf Studies and Deaf Education, 12, 269–282.

    Article  PubMed  Google Scholar 

  • Masten, A. S., Herbers, J. E., Cutuli, J. J., & Lafavor, T. L. (2008). Promoting competence and resilience in the school context. Professional School Counseling, 12, 76–84.

    Article  Google Scholar 

  • Masten, A. S., & Obradović, J. (2006). Competence and resilience in development. Annals New York Academy of Sciences, 1094, 13–27.

    Article  Google Scholar 

  • Masten, A. S., & Shaffer, A. (2006). How families matter in child development: Reflections from research on risk and resilience. In A. Clarke-Stewart & J. Dunn (Eds.), Families count: Effects on child and adolescent development (pp. 5–25). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Mayberry, R. I. (1993). First-language acquisition after childhood differs from second-language acquisition: The case of American Sign Language. Journal of Speech and Hearing Research, 36, 51–68.

    Google Scholar 

  • Mayne, A. M. (1998). Expressive vocabulary development of infants and toddlers who are deaf or hard of hearing. Volta Review, 100, 1–28.

    Google Scholar 

  • Meadow, K. (1968). Early manual communication in relation to the deaf child’s intellectual, social, and communicative functioning. American Annals of the Deaf, 113, 29–41.

    PubMed  Google Scholar 

  • Meadow-Orlans, K., Mertens, D., Sass-Lehrer, M., & Scott-Olson, K. (1997). Support services for parents and their children who are deaf or hard of hearing: A national survey. American Annals of the Deaf, 142, 278–293.

    PubMed  Google Scholar 

  • Meyer, T. A., Svirsky, M. A., Kirk, K. I., & Miyamoto, R. T. (1998). Improvements in speech perception by children with profound hearing loss: Effects of device, communication mode, and chronological age. Journal of Speech, Language, and Hearing Research, 41, 846–858.

    PubMed  Google Scholar 

  • Moeller, M. P. (2000). Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 106, 1–9.

    Article  Google Scholar 

  • Moeller, M. P., & Schick, B. (2006). Relations between maternal input and theory of mind ­understanding in deaf children. Child Development, 77, 751–766.

    Article  PubMed  Google Scholar 

  • Moore, C. L. (2001). Disparities in job placement outcomes among deaf, late-deafened, and ­hard-of-hearing consumers. Rehabilitation Counseling Bulletin, 44, 144–150.

    Article  Google Scholar 

  • Moore, C. L. (2002). Relationship of consumer characteristics and service provision to income of successfully rehabilitated individuals who are deaf. Rehabilitation Counseling Bulletin, 45, 233–239.

    Article  Google Scholar 

  • Moore, P. (2008). The potential harm to deaf students of high stakes testing in California. In R. C. Johnson & R. E. Mitchell (Eds.), Testing deaf students in an age of accountability (p. 181). Washington, DC: Gallaudet University Press.

    Google Scholar 

  • Moores, D. F. (2001). Educating the deaf: Psychology, principles, and practices (5th ed.). Boston: Houghton Mifflin.

    Google Scholar 

  • National Longitudinal Transition Study 2. (2003). NLTS2 data tables. Retrieved August 5, 2009, from http://www.nlts2.org/data_tables/index.html

  • Newcomer, P., & Hammill, D. (1977). Test of language development-primary 3. Austin, TX: Pro-Ed.

    Google Scholar 

  • Newman, L. (2005). Family involvement in the educational development of youth with disabilities. A special topic report of findings from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved July 17, 2009, from http://www.nlts2.org/reports/2005_03/index.html

  • Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M. (2009). The post-high school outcomes of youth with disabilities up to 4 years after high school. A report from the National Longitudinal Transition Study-2 (NLTS2). Washington, DC: Institute of Educational Sciences, National Center for Special Education Research, U.S. Department of Education. Retrieved August 2, 2009, from http://www.nlts2.org/reports/2009_04/index.html

  • No Child Left Behind Act of 2001, P.L. 107-110, Title IX, Sec 9101 (23) (A&B).

    Google Scholar 

  • OSEP/Westat. (2007). Annual report tables (IDEA). Washington, DC: Author. Retrieved March 6, 2009, from (IDEAdata.org) https://www.ideadata.org/arc_toc9.asp#partbLRE

  • Prinz, P. M., & Strong, M. (1998). ASL proficiency and English literacy within a bilingual deaf education model of instruction. Topics in Language Disorders, 18, 47–60.

    Google Scholar 

  • Punch, R., Hyde, M., & Creed, P. A. (2004). Issues in the school-to-work transition of hard of hearing adolescents. American Annals of the Deaf, 149, 28–38.

    Article  PubMed  Google Scholar 

  • Quigley, S. P., & Paul, P. V. (1984). Language and deafness. San Diego: College-Hill Press.

    Google Scholar 

  • Roberts, B. W., Kuncel, N. R., Shiner, R., Caspi, A., & Goldberg, L. R. (2007). The power of personality: The comparative validity of personality traits, socioeconomic status, and cognitive ability for predicting important life outcomes. Perspectives on Psychological Science, 2, 313–345.

    Article  Google Scholar 

  • Rodgers, J. L., & Bard, D. E. (2003). Behavior genetics and adolescent development: A review of recent literature. In G. R. Adams & M. D. Berzonsky (Eds.), Blackwell handbook of adolescence (pp. 3–23). Malden, MA: Blackwell Publishing.

    Google Scholar 

  • Rutter, M. (2006). The promotion of resilience in the face of adversity. In A. Clarke-Stewart & J. Dunn (Eds.), Families count: Effects on child and adolescent development: The Jacobs Foundation series on adolescence (pp. 26–52). Cambridge: Cambridge University.

    Chapter  Google Scholar 

  • Schalock, R. L., Wolzen, B., Ross, I., Elliott, B., Werbel, G., & Peterson, K. (1986). Post-secondary community placement of handicapped students: A five-year follow-up. Learning Disabilities Quarterly, 9, 295–303.

    Article  Google Scholar 

  • Scheetz, N. A. (2004). Psychosocial aspects of deafness. Boston, MA: Pearson/Allyn & Bacon.

    Google Scholar 

  • Schildroth, A., Rawlings, B., & Allen, T. (1991). Deaf students in transition: Education and employment issues for deaf adolescents. The Volta Review, 93, 41–53. Retrieved from http://www.gallaudet.edu/∼cadsweb/transiti.html.

    Google Scholar 

  • Schirmer, B. R. (2001). Psychological, social, and educational dimensions of deafness. Needham Heights, MA: Allyn & Bacon.

    Google Scholar 

  • Schroedel, J. G., & Geyer, P. D. (2000). Long-term career attainments of deaf and hard of hearing college graduates: Results from a 15-year follow-up survey. American Annals of the Deaf, 145, 303–314.

    PubMed  Google Scholar 

  • Schroedel, J. G., Watson, D., & Ashmore, D. H. (2003). A national research agenda for the postsecondary education of deaf and hard of hearing students: A road map for the future. American Annals of the Deaf, 148, 67–73.

    Article  PubMed  Google Scholar 

  • Schweiger, W. K., & O’Brien, M. (2005). Special needs adoption: An ecological systems approach. Family Relations, 54, 512–522.

    Article  Google Scholar 

  • Sheridan, M. A. (2000). Images of self and others: Stories from the children. In P. E. Spencer, C. J. Erting, & M. Marshark (Eds.), The deaf child in the family and at school: Essays in honor of Kathryn P. Meadow-Orlans (pp. 5–19). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Singleton, J. L., Supalla, S., Litchfield, S., & Schley, S. (1998). From sign to word: Considering modality constraints in ASL/English bilingual education. Topics in Language Disorders, 18, 16–29.

    Google Scholar 

  • Steinberg, A. (2000). Autobiographical narrative on growing up deaf. In P. E. Spencer, C. J. Erting, & M. Marschark (Eds.), The deaf child in the family and at school: Essays in honor of Kathryn P. Meadow-Orlans (pp. 93–108). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Steinberg, L., Darling, N. E., & Fletcher, A. C. (1995). Authoritative parenting and adolescent adjustment: An ecological journey. In P. Moen, G. H. Elder Jr., & K. Lűscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 423–466). Washington, DC: American Psychological Association.

    Chapter  Google Scholar 

  • Stinson, M. S., & Kluwin, T. N. (2003). Educational consequences of alternative school placements. In M. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies, language, and education (pp. 52–64). New York: Oxford University Press.

    Google Scholar 

  • Swick, K. J., & Williams, R. D. (2006). An analysis of Bronfenbrenner’s bio-ecological perspective of early childhood educators: Implications for working with families experiencing stress. Early Childhood Education Journal, 33, 371–378.

    Article  Google Scholar 

  • Traxler, C. B. (2000). The Stanford Achievement Test, 9th edition: National norming and performance standards for deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 5, 337–348.

    Article  PubMed  Google Scholar 

  • U.S. Department of Education. (2002). Twenty-sixth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: author. Retrieved July 27, 2009, from http://www.ed.gov/about/reports/annual/osep/2002/index.html

  • U.S. Department of Education, Office of Special Education Programs. (1995). Seventeenth annual report to Congress on the implementation of the individuals with disabilities education act. Washington, DC: Author. Retrieved from http://www.ed.gov/pubs/OSEP95AnlRpt/index.html

  • Valdes, K. A., Williamson, C. L., & Wagner, M. M. (1990). The national longitudinal transition study of special education students. Statistical almanac, volume 7: Youth categorized as ­hearing impaired. Washington, DC: SRI International, prepared for the Office of Special Education.

    Google Scholar 

  • Vernon, M., & Koh, S. D. (1970). Effects of early manual communication on achievement of deaf children. American Annals of the Deaf, 115, 527–536.

    PubMed  Google Scholar 

  • Wagner, M. (2005). Chapter 7: The leisure activities, social involvement, and citizenship of youth with disabilities after high school. After high school: A first look at the postschool experiences of youth with disabilities: A report from the National Longitudinal Transition Study-2 (NLTS2). Washington, DC: Institute of Educational Sciences, National Center for Special Education Research, U.S. Department of Education. Retrieved August 2, 2009, from http://www.nlts2.org/reports/2005_04/index.html

  • Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). After high school: A first look at the postschool experiences of youth with disabilities: A report from the National Longitudinal Transition Study-2 (NLTS2). Washington, DC: Institute of Educational Sciences, National Center for Special Education Research, U.S. Department of Education. Retrieved August 2, 2009, from http://www.nlts2.org/reports/2005_04/index.html

  • Wagner, M., Newman, L., Cameto, R., & Levine, P. (2006). The achievement and functional ­performance of youth with disabilities: A report from the National Longitudinal Transition Study-2 (NLTS2). Washington, DC: Institute of Educational Sciences, National Center for Special Education Research, U.S. Department of Education. Retrieved August 2, 2009, from http://www.nlts2.org/reports/2006_07/index.html

  • Wandry, D. L., Webb, K. W., Williams, J. M., Bassett, D. S., Asselin, S. B., & Hutchinson,S. R. (2008). Teacher candidates’ perceptions of barriers to effective transition planning. Career Development for Exceptional Individuals, 31, 14–25.

    Article  Google Scholar 

  • Wheeler-Scruggs, K. (2002). Assessing the employment and independence of people who are deaf and low functioning. American Annals of the Deaf, 147, 11–17.

    PubMed  Google Scholar 

  • Wheeler-Scruggs, K. (2003). Discerning characteristics and risk factors of people who are deaf and low functioning. Journal of Rehabilitation, 69, 39–46.

    Google Scholar 

  • Whiston, S. D., & Keller, B. K. (2004). The influences of the family of origin on career development: A review and analysis. Counseling Psychologist, 32, 493–568.

    Article  Google Scholar 

  • Young, A., Green, L., & Rogers, K. (2008). Resilience and deaf children: A literature review. Deafness and Education International, 10, 40–55.

    Google Scholar 

  • Zaidman-Zait, A. (2007). Parenting a child with a cochlear implant: A critical incident study. Journal of Deaf Studies and Deaf Education, 12, 221–241.

    Article  PubMed  Google Scholar 

  • Zaidman-Zait, A., & Young, R. A. (2008). Parental involvement in the habilitation process following children’s cochlear implantation: An action theory perspective. Journal of Deaf Studies and Deaf Education, 13, 55–59.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Special Education, Deaf Education Program, Kent State University, Kent, OH, USA

    Pamela Luft

Authors
  1. Pamela Luft
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Missouri Institute of Mental Health, Arsenal 5400, St. Louis, 63139, Missouri, USA

    Debra H. Zand

  2. , Department of Psychiatry, Washington University School of Medicine, South Euclid Ave. 660, St. Louis, 63110, Missouri, USA

    Katherine J. Pierce

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Springer New York

About this chapter

Cite this chapter

Luft, P. (2011). Promoting Resilience in Deaf Adolescents. In: Zand, D., Pierce, K. (eds) Resilience in Deaf Children. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7796-0_12

Download citation

Publish with us

Policies and ethics

Search

Navigation