| Sumario: | Deaf and hard of hearing students have a high attrition rate from postsecondary educational institutions. Tinto's (1987) longitudinal model of persistence is discussed in relation to its application for deaf and hard of hearing students attending postsecondary institutions. The unique needs of these students are addressed according to their pre-entry attributes, goals and commitments, institutional experiences, integration, and outcome. An alliance of professionals is advised to team up in order to assist students with hearing impairments overcome barriers to persistence. Suggestions are made for personnel resources to accomplish this goal while preserving the culture and autonomy of the students. Reprinted by permission of the publisher.
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