Transition experiences for individuals who are culturally Deaf, deaf, or hard of hearing in the United States and Canada: A scoping review
Bibliographic record
Abstract
Introduction: Adolescence is a crucial time of transition in all aspects of life. Transition experiences for culturally Deaf individuals and individuals who are deaf or hard of hearing often differ from the mainstream population. The purpose of this scoping review was to examine and synthesize the existing literature surrounding transition experiences for culturally Deaf and deaf and hard of hearing populations through the lens of Meleis' Transitions Theory. Method: Using PRISMA-ScR guidelines, a scoping review of literature related to transition experiences for culturally Deaf individuals and individuals who are deaf or hard of hearing was conducted. The scope of the review was limited to articles focused on the United States and Canada published in the past ten years. Results: After the screening process, 46 sources related to transition experiences remained. The following transition periods were identified: postsecondary education transitions, early childhood transitions, other education transitions, vocational transitions, social transitions, independent living transitions, and health-related transitions. Additional concepts from Meleis' Transitions Theory, such as transition types and transition conditions, were identified and included in the thematic analysis. Discussion: Existing literature primarily focused on educational and vocational transitions during adolescence and young adulthood. However, most quantitative studies were secondary analyses of the National Longitudinal Transition Study (NLTS2). Future research should focus on intervention work and other relevant transitions, such as health care transitions.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".