THE SCHOOL-TO-COMMUNITY TRANSITION EXPERIENCES OF HEARING YOUNG-ADULTS AND YOUNG-ADULTS WHO ARE DEAF

This study examined the school-to-community transition experiences of hearing young adults and young adults who are deaf. Independent variab les included hearing status, gender, and, for the deaf group, resident ial and main-stream school placement. Dependent variables addressed em ployment, independent living, and social experiences. Overall, the hea ring persons exhibited more success than the deaf persons from either mainstream or residential schools. Gender differences did not uniforml y favor men, as women outperformed men on selected variables. Suggesti ons for improving transition programs for persons who are deaf are pro vided.