National Deaf Center on Postsecondary Outcomes: An Overview, S. Cawthon; February 20-21, 2019
Presentation Summary: This session will provide a brief overview of NDC’s work at national, state, and local levels which seeks to increase postsecondary attainment of deaf individuals. In this session participants will learn about education and employment outcomes that are the foundation for NDC’s work and resources available for professionals in the assessment field. Participants will also draw on their expertise and engage in an interactive dialog to identify areas of need in their respective states.
Recommended Resources: Why Deaf Individuals May Need Accommodations When Taking Tests
Dr. Stephanie Cawthon’s mission is to translate research into practices that help millions of deaf Americans succeed after high school—at work, in training programs, or at a college or university.
Her 29-year career in teaching and research is dedicated to studying the different ways deaf people achieve educational success, how it leads to life satisfaction, and what schools, governments, and parents can do to ensure that students can thrive.
Dr. Cawthon was recently appointed the first deaf editor of Perspectives on Deafness, an Oxford University Press international book series on the leading research and practices with deaf people. She is a tenured professor at The University of Texas at Austin’s College of Education in the Department of Educational Psychology, with a courtesy appointment in Special Education.
An internationally-renowned expert who is in high demand as a speaker and collaborator, Dr. Cawthon’s research examines the multiple factors that affect how deaf people succeed after high school, investigates issues of equity and access in education, explores accommodations and accessible learning environments, and challenges systemic standards that may be holding some students back. Her research has been funded by nearly $25 million in federal and other grants.
She literally wrote the book on the topic. Dr. Cawthon co-authored Shifting the Dialog, Shifting the Culture: Pathways to Successful Postsecondary Outcomes for Deaf Individuals with NDC Director Carrie Lou Garberoglio, PhD, a publication that a leading journal called “an important contribution to the field.” They also co-authored Research in Deaf Education: Contexts, Challenges and Considerations in 2017.
Her first book, Accountability-Based Reforms: The Impact of Deaf or Hard of Hearing Students, won the Exceptional Book of the Year Award in 2012 from Exceptionality Education International.
Raised oral in mainstream schools, Dr. Cawthon’s own transition to college was challenging. She attempted the accommodations strategies she used in high school, then quickly realized they were inadequate in a large university setting. She went on to earn her Bachelor’s and Master’s degrees in Psychology from Stanford University, where her initial line of research in the language development in deaf children launched her career. Dr. Cawthon received her doctorate in Educational Psychology from the University of Wisconsin at Madison in 2002, where she became a systems thinker focused on educational access, equity, and attainment.
Current Affiliations and Appointments
Professor, Department of Educational Psychology | University of Texas at Austin
Board of Directors and Director of the Deaf and Hard of Hearing Institute | Meadows Center for Preventing Educational Risk at the University of Texas at Austin
Provost’s Teaching Fellow Emeritus | University of Texas at Austin
Director of Research and Evaluation | Drama for Schools
Principal Reviewer | Journal of Educational Psychology
Editorial Board Member | Journal of Postsecondary Education and Disability; Journal of Developmental and Physical Disabilities, Career Development and Transition for Exceptional Individuals
Member | Student with Disabilities Assessment Advisory Task Force for the Council of Chief State School Officers; Technical Advisory Committee for the National Center on Educational Outcomes; Technical Advisory Committee for ELPA21 Assessment Consortium and CAAELP Assessment Consortium at UCLA; Advisory Committee of Assessment of English Language Learners for the Smarter Balanced Assessment Consortium