Employment Trends for Occupations Requiring no more than a High School Diploma or GED: 1992 and 2005

This article, the third in a series on employment trends, focuses on occupations requiring no postsecondary training. The first article (Geyer & Schroedel, 1995) concentrated on occupations requiring a Bachelor\u27s degree or higher, and the second article (Schroedel & Geyer, 1996) focused on occupations needing some postsecondary training, usually for one- or two-year college degrees. The next article will report on occupations requiring significant on-the-job training

Employment Trends for Occupations Requiring Vocational and Associate’s Degrees

This article, second in a special series devoted to employment trends, focuses on occupations requiring some postsecondary training, usually for a one- to two-year Vocational or Associate’s degree. The first article (Geyer & Schroedel, 1995) concentrated on occupations requiring a Bachelor’s degree or higher. Forthcoming articles will report on occupations requiring (a) significant on-the-job trainings or (b) a secondary diploma or less education

Information You Might Use: Employment Trends for Occupations Requiring a Bachelor’s or Higher Degree: 1992 and 2005

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Parental Involvement in Career Development

Most deaf high school graduates in this study were actively learning about careers and making future plans. Most of their parents encouraged these activities through a variety of ways. These results were derived from interviews with 189 deaf seniorsin16 high schools and from a mail survey of their parents. Findings indicated that a majority of seniors had discussed their future plans with family members and most parents supported these plans. A majority of parents had also engaged in six types of activities to stimulate the career development of their deaf sons and daughters. Parents also reported numerous other ways they had assisted their deaf teenagers to prepare for more education and a future job. However, almost 75 present of parents reported the need for four kinds of career planning information. Implications for enhancing communication between parents and professionals as well as training parents were discussed

Early Career Attainments of Employees who are Deaf or Hard of Hearing Ten Years After College: Some Preliminary Findings

This paper addresses questions about the early career attainments and attitudes of a sample of 325 deaf and hard of hearing workers with postsecondary training and education. The overall goal is to identify the strategies that create job change and career advancement opportunities for deaf and hard of hearing workers. Specific questions addressed include: what kinds of jobs do these alumni have and what are their earnings? What are their attitudes about their jobs? How long have they worked on these jobs and have they been promoted? Overall, descriptive information bearing on these and similar questions suggest that postsecondary training and education has been effective as a strategy for early career preparation and advancement. Two other common strategies for career advancement seem evident: working for larger employers and having a willingness to make a long-term commitment to a career with the same employer

An Approach for Developing National Guidelines for Postsecondary Support Services Programs

This paper presents a case for developing standards for specialized support programs serving deaf students in postsecondary institutions. A step-by-step plan for producing standards for the evaluation, development, and accreditation of these programs is outlined. Criteria for forming flexible standards which (1) account for variations in program size and type and (2) enhance support services which make postsecondary education more accessible for deaf students are clarified. The importance of teamwork between postsecondary specialists and generalists to link standards for special service programs to the process of accrediting regular institutions of higher education is emphasized. An example of accrediting a special college for deaf students is discussed. Results from a process of setting priorities for future actions in developing program standards which emerged from a professional conference are reported. Expected benefits of these standards to enhancing program quality are described

Analyzing surveys on deaf adults: Implications for survey research on persons with disabilities

Differences in operationalizing definitions of disability, variations in methods of data collection and diversities in salient characteristics of disabled persons are generic problems in conducting social research surveys with persons who have disabilities. These problems are of concern not only to social scientists seeking to improve survey methods, but they also have practical significance to decision makers needing high quality information to guide social policies that influence the provision of health care, education and social services to persons with chronic impairments. Reports of 41 surveys on deaf adults in the United States and Canada conducted between 1959 and 1981 were analyzed to determine how rates of response, a key indicator of reliability of survey data, are affected by three methods of data collection, degree of verification efforts, scope of the sample and socio-demographic characteristics of those in the survey populations. Measurable results are provided so that planners of future surveys can correct for anticipated rates of sample attrition under various survey conditions. Other data indicate that trade-offs can be made between changes in the size of the sample and method of data collection to lead to more effective surveys. Important terms such as deafness, deaf population and deaf community are discussed as these relate to interpreting the results of survey studies on deaf adults. Discussion is also given to conducting social surveys with groups of individuals having other disabilities besides loss of hearing.

Employment Trends for Occupations Requiring Vocational and Associate’s Degrees

This article, second in a special series devoted to employment trends, focuses on occupations requiring some postsecondary training, usually for a one- to two-year Vocational or Associate’s degree. The first article (Geyer & Schroedel, 1995) concentrated on occupations requiring a Bachelor’s degree or higher. Forthcoming articles will report on occupations requiring (a) significant on-the-job trainings or (b) a secondary diploma or less education

Employment Trends for Occupations Requiring no more than a High School Diploma or GED: 1992 and 2005

This article, the third in a series on employment trends, focuses on occupations requiring no postsecondary training. The first article (Geyer & Schroedel, 1995) concentrated on occupations requiring a Bachelor\u27s degree or higher, and the second article (Schroedel & Geyer, 1996) focused on occupations needing some postsecondary training, usually for one- or two-year college degrees. The next article will report on occupations requiring significant on-the-job training

Information You Might Use: Employment Trends for Occupations Requiring a Bachelor’s or Higher Degree: 1992 and 2005

No abstrac