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
Dr. Carrie Lou Garberoglio is an educational researcher and evaluator. Her research examines deaf individuals’ psychological processes in a variety of contexts: teaching, language learning, computer-mediated communication, and transition from secondary to postsecondary settings. Carrie Lou has authored over 17 scholarly publications, two books, and numerous technical and evaluation reports. As a part of her goal to increase research rigor in work that involves deaf communities, Carrie Lou is the co-editor of Research in Deaf Education: Contexts, Challenges, Considerations, published by Oxford University Press in 2017. She also teaches research methods and statistics coursework at the University of Northern Colorado. As a deaf person who was raised in the deaf community, Carrie Lou is committed to increasing the accessibility of research for deaf audiences, using ASL in video formats to translate and disseminate complex academic content. Carrie Lou holds 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 obtained her PhD in Educational Psychology at the University of Texas at Austin.
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.
Lore Kinast previously worked at public state universities and community colleges coordinating interpreting, captioning, and accommodations for deaf students to access their education. Along with the 15+ years of experience coordinating services, she has served on several advisory committees or as a board member for various organizations supporting the provision of access and services for deaf individuals. Prior to working in the postsecondary education sector, she worked as an employment development specialist for deaf individuals providing job coaching, employment skills training, and awareness and consultation to employers. Lauren received her master’s degree from California State University, Northridge in Educational Administration and is currently pursuing her doctorate degree at Texas Tech University in Higher Education Leadership with an emphasis on serving deaf students.
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.