Self-Advocacy and Social Skills Training as Predictors for Social and Community Engagement of Deaf Adults

• In Event: AERA Poster Session 9
  In Poster Session: Acculturation, Multiculturalism, and Positive Youth Development

Abstract

Deaf students frequently experience communication barriers that obstruct social opportunities and place them at risk for social isolation. High school support services, such as social skills or self-advocacy training, can provide deaf students with an accessible avenue for social learning experiences and acquisition of essential knowledge and skills. Using national longitudinal data, this study explored the demographic characteristics that contribute to social engagement in young deaf adults, and how self-advocacy and social skills training in secondary settings may contribute to increased social engagement after leaving high school. Results found that receipt of self-advocacy training, but not social skills training, significantly predicted post-school social engagement for deaf young adults. Findings and implications for supporting deaf students social outcomes are discussed.

Authors

• Claire Elizabeth Ryan, University of Texas at Austin

• Carrie Lou Garberoglio, The University of Texas at Austin

• Debra Shaver, SRI International

• Lynn A. Newman, SRI International