Abstract
<p>Compared to their hearing counterparts, students who are deaf or hard of hearing face unique challenges as they transition from high school to post high school activities. Students who have co-occurring physical, behavioral health, intellectual or autism related challenges may be at higher risk of destabilization in placement or service access when they are no longer eligible for special education services. In this exploratory study, we aim to begin to quantify how transition coordinators and schools that serve deaf or hard of hearing students collaborate with behavioral health care providers, social service, or developmental disability providers when children they serve age out of educationally funded supportive services. We will also begin to analyze what barriers school personnel face as they aim to promote engagement with behavioral health and developmental disability services for the children and families that they have been serving in the educational system.</p>
