It is estimated that in coming years one out of every five new admissions to NTID will be a transfer student. The purpose of the research is to study the college experiences of certain NTID transfer students. Particular attention is given to instructional differences between the previous college and NTID. Data for this study ere generated through open-ended interviews with twenty transfer students. Subjects were selected from a subgroup of 56 students who transferred to NTID within the last three years from a "regular" college -- colleges other than Gallaudet College or those schools listed in the 1983 College and Career Guide, and who are currently enrolled in an NTID program. Students frequently selected a first college near home. Parents, Vocational Rehabilitation counselors, and friends wee particularly influential in the selection of previous colleges. It is recommended that these groups receive special attention for recruitment of new students. Students experienced frustration and failure at the other college. They found the support services inadequate, and complained that teachers were unaware of their needs as deaf learners. The pace of instruction was often too fast, and the students frequently left lass confused about the lecture and uncertain of work assignments. Students transferred to NTID in the hope of receiving a good education. They expected adequate support services, but were frequently surprised at the essentially different education model provided through NTID. Students were especially pleased that teachers at NTID know sign language. They also appreciated the slower pace, smaller classes, and modified instructional materials used in NTID classes. It is recommended that these differences in the NTID educational model be emphasized to potential students and their families. May of the students in this study had never met another deaf person before arriving at NTID. For them, SVP was a real "culture shock." We recommend that transfer students be given the opportunity to meet each other and discuss their reasons for transfer as well as their feelings about deafness, sign language, and NTID. Finally, trasfer students coming to NTID directly from high school. Many disliked the highly structured classroom rules and curriculum requirements at NTID. Transfer students may require a different instructional approach, which would allow them to exercise and develop further the independent study skills which they learned at the mainstreamed college.

Publication Date


Document Type

Full-Length Book


National Institute for the Deaf

Department, Program, or Center

Communication Studies and Services (NTID)


RIT – Main Campus