This paper addresses transition for deaf and hard of hearing youth as a longitudinal and developmental progression of experiences that lead to economic self-sufficiency; self-determination in personal, educational, vocational, social, and leisure pursuits; and participation in community life. The paper proposes 18 premises that describe how parents, schools, and other stakeholders can work together with students to foster an effective transition process. It is organized around four areas salient to the transition process for these students. First, educational issues include coordinated development of identified competencies and foundation skills. Seven premises address educational issues. Second, two premises focus on family issues and stress family involvement and qualitative assessment of student interests and abilities. Third, rehabilitation issues are addressed in three premises that consider the role of adult service programs, a clear vision of post-school success, and clarification of roles and policies among special education and adult service agencies. Finally, environmental issues are addressed in six premises concerned with use of legislative provisions, school-to-work initiatives, expanded membership in the student's the individualized program team, multicultural sensitivity, outreach, and using peers as positive role models and mentors. (Contains approximately 70 references.) (DB)