Online Gaming: Developing Self-Determination Skills for Deaf Youth, C. Garberoglio, L. Kinast, J. Palmer; July 3 - 7, 2018
Presentation Summary: NDC has designed an interactive online game to support deaf youth with developing their self-determination skills to navigate common situations in a variety of settings including community, school, and the workplace. Online gaming affords youth to engage in a safe space using different roles and responding to situations they will encounter in real life. This tool can be integrated and aligned with current educational transition practices and curricula to instill independence, self-advocacy, and self-determination skills for deaf youth.
Recommended Resources for Professionals: Professional Preparedness and Perspectives on Transition for Deaf Individuals, Self Advocacy Skills and Transition Planning for Deaf Students, Role Models as Facilitators of Social Capital for Deaf Individuals: A Research Synthesis
Recommended Resources for Students: ADA Video, Self Advocacy - The Basics, Self Advocacy Skills and Transition Planning for Deaf Students, DeafVerse- Choose Your Future
Community Conversations: Making Change Happen, C. Garberoglio, D. Guerra; July 3 - 7, 2018
Presentation Summary: This session will highlight one of NDC’s activities to foster improved outcomes by actively involving the communities surrounding deaf youth. This model encourages opportunities to model and strengthen community networks to leverage social capital available at the local level,starting with community conversations. The community conversation model invites community members into the process of identifying critical needs and potential solutions, thus increasing buy-in and the chance for successful impact on improved postsecondary outcomes. This presentation will provide an overview of the NDC community model, Engage for Change | local, and the key ideas and solutions that emerged in conversations across the nation: Austin, TX, St. Louis, MO, Seattle, WA, Milwaukee, WI, Honolulu, HI, and the DC area. At this workshop, NDC staff will facilitate break out sessions to discuss key ideas and solutions that emerged across the nation, and how these can be applied to participants’ own local communities at home. NDC believes that change can happen when everyone is involved in the push for change.
Recommended Resources: Postsecondary Outcomes of Deaf Women, Deaf People and Educational Attainment in the United States: 2017
As a deaf person who grew up in the deaf community, Dr. Carrie Lou Garberoglio’s professional expertise is steeped in her lived experience.
A nationally-recognized educational researcher, she is an Assistant Professor of Practice in the Department of Educational Leadership and Policy at UT Austin. She co-directs the National Deaf Center on Postsecondary Outcomes and is the principal investigator for the federally funded grant. Working in tandem with Co-Director Tia Ivanko, MA, NIC, to manage the organization, Dr. Garberoglio oversees the center’s research activities, evaluation strategies, federal engagement, gaming development, and outreach initiatives.
Her motivation for her work is deeply personal, and largely driven by the desire to center deaf people in decision-making that makes an impact on everyday lives. Dr. Garberoglio’s work seeks to counter commonly held narratives about deaf people that are built on a deficit perspective. She advocates for examining the deficits within systems, then changing the systems — not the people.
In her work, Dr. Garberoglio strives to reach a more nuanced understanding of the development of deaf people throughout the life cycle, particularly in the adolescent and young adult period, and how that development is significantly affected by psychosocial factors and systemic barriers. She seeks to provide the field with current and accurate data about deaf people that places outcome data within appropriate contexts, through secondary analyses of large-scale federal datasets.
Her research into the critical transition period after high school for deaf people is also the topic of Shifting the Dialog, Shifting the Culture: Pathways to Successful Postsecondary Outcomes for Deaf Individuals, the critically acclaimed book Dr. Garberoglio co-authored in 2017 with Stephanie W. Cawthon, PhD. They also co-authored Research in Deaf Education: Contexts, Challenges and Considerations to strengthen the quality and cultural relevance of research in work that involves deaf people.
As an early-career deaf scholar, she is part of the current movement of deaf academics who are stepping up to take the mic, demanding a seat at the table, and forging new paths through academia.
Dr. Garberoglio has authored over 25 scholarly publications and numerous technical and evaluation reports, and presents regularly at conferences. She is committed to increasing the accessibility of research for deaf audiences, using American Sign Language (ASL) to translate and disseminate complex academic content. She has also taught research methods and statistics coursework at the University of Northern Colorado.
As a child of deaf parents who were also educators in the deaf education system, Dr. Garberoglio’s first language was ASL, and dinner conversations revolved around teaching and school systems. She attended one of the largest state schools for the deaf in the nation. She was also mainstreamed for part of the school day from 3rd to 9th grade, where she used ASL interpreters and navigated systems that were not fully accessible in terms of social interactions — an unfortunately common experience for many deaf students in mainstream U.S. schools.
Dr. Garberoglio earned two master’s degrees, the first in Deaf Education and Deaf Studies from Lamar University, and the second in Program Evaluation from The University of Texas at Austin. She has a PhD in Educational Psychology at The University of Texas at Austin.
An avid gardener and home cook, Carrie Lou lives in Austin and enjoys reading, camping, and traveling with her two daughters and partner Lizzie.
Current Affiliations and Appointments
Assistant Professor of Practice | Department of Educational Leadership and Policy at the University of Texas at Austin
Evaluator | Deaf STEM Community Alliance
Associate Editor | Journal of American Sign Language and Literature
Review Board Member | Journal of Deaf Studies and Deaf Education
Diego Guerra is passionate about community engagement. As the coordinator, Diego is responsible for Engage for Change | local, a community model that brings people together to promote stronger networks within local communities, which leads to quality access, services and resources for deaf individuals. Diego holds a bachelor’s degree in history from The University of Texas at Austin.
Dr. Lore Kinast is a change agent working to address accessibility barriers that deaf students face in higher education settings. Her interest in education and employment access for deaf people initially began when she worked as an employment development specialist and experienced the struggles her deaf clients endured with finding a job. It was further propelled while managing programs and coordinating services including interpreting, captioning, and other accommodations for deaf students at several colleges. She has spent over 25 years collaborating with stakeholders on all levels, designing accessible opportunities using short and long term goals, implementing systemic benchmarks, and spearheading program development projects. Currently, Lore is the Co-Chair for the Deaf and Hard of Hearing Knowledge and Practice Community with the Association on Higher Education and Disability (AHEAD). She received her master’s degree from California State University, Northridge in Educational Administration, and an EdD in Higher Education Administration from Texas Tech University.
Dr. Jeffrey Levi Palmer is a researcher. He is interested in not only the formative factors that result in the best language, literacy, and academic outcomes, but also which educational and social practices continue to elevate young deaf adults. His research examines understudied bilinguals, such as heritage bimodal bilinguals and visual-gestural unimodal bilinguals. He has taught linguistics and language acquisition to deaf postsecondary students both face-to-face and online. For more than a decade he has worked as a professional sign language interpreter (NIC, Ed:K–12) in a variety of specialized and technical settings. He is on the Test Development Committee for the Center for Assessment of Sign Language Interpretation and is vice chair of Deaf-Parented Interpreters with the Registry of Interpreters for the Deaf. He holds a bachelor’s degree in interdisciplinary studies with a concentration in Chinese language and culture from the Friends World College at Long Island University and obtained master’s and doctoral degrees in linguistics at Gallaudet University in Washington, D.C.