Oklahoma Leadership Day
Change Through Dialog: Working Together to Improve Education and Employment for Deaf Individuals, C.L. Garberoglio, J.L. Palmer, & E. Shadburne; February 23, 2018
Presentation Summary: This session provided an overview of educational and employment outcomes for deaf individuals in Oklahoma. Session participants discussed evidence of root causes in their work and how to employ key impact areas in their context. With NDC’s guidance, participants came up with ways to reduce barriers an increase opportunities for deaf individuals in their respective settings.
Recommended Resources: Deaf People and Educational Attainment in the United States: 2017, Oklahoma State Report: Postsecondary Achievement of Deaf People, Research Summarized! Key Impact Areas
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.
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.
Erika Shadburne is a teacher. She uses all her students have taught her in her 23 years as a teacher to apply data in the classroom and beyond. She earned her B.S. from The University of Texas at Austin and her M.A. from Gallaudet University. Her teaching foundation comes from California School for the Deaf in Fremont and Texas School for the Deaf. In 2002 she founded the Austin Community College ASL-ESOL developmental English program for deaf students, where she taught English for 16 years. On a national level, she has coordinated the implementation of the Gallaudet University Regional Center grant and the National Science Foundation RIT/NTID DeafTEC grant at Austin Community College. She also served as a lead for a national task force on developmental education in 2014. In all of these adventures and in her current role as developmental education specialist at NDC, her focus remains on the students.