JOURNEYING TO INDEPENDENCE AND AUTONOMY: TRANSITION NORMS AND EMPOWERING ADOLESCENTS WHO ARE DEAF AND HARD OF HEARING

Abstract

When discussing transitions of deaf and hard of hearing adolescents, we have to
perceive them holistically, and to recognize the nature and complexity of the relationships
between traditional transitions. Measures of ‘successful’ or ‘unsuccessful’ transitions,
do not necessarily align with the traditional events-based and institutional transitions.
We need to broaden our understandings of transitionary processes and desirable
outcomes. Successful transition begins with trusting deaf and hard of hearing students
to lead their own transition planning.
Autonomy of deaf adolescents is linked to better employment with more opportunities
for advancement and higher income. Autonomous beliefs, capacities, and actions
are associated with improved outcomes for students with disabilities. When we
are discussing employment opportunities, it is evident that there has been a shift of the
traditional parameters of the industrial society. The old traditional occupations are
replaced by the necessity for individuals to adapt to new standards of work and changing
labour market conditions, by for example, re-training or switching occupations. To
support development of autonomy, environments must facilitate opportunities for the
individual to take control over their own lives, to make choices and decisions freely.
When we discuss independence and autonomy, we must also relate it to new
and uprising technologies. Technology can mean increased access, independence, and
reliance of oneself. With high expectations from parents and teachers and using technology
for meaningful education, these deaf and hard of hearing adolescents will be
ready for college and careers.