Deaf students are seeking postsecondary education and training at the same rates as hearing students. Yet institutions are not always ready to provide equal access to the full student experience, not only in the classroom but across the campus. This can greatly impact a student’s ability to get started, stay on track, and successfully complete college.

“The beautiful thing about learning is nobody can take it away from you.”
-B.B. King

Deaf students are attending postsecondary institutions at higher rates than ever before, but the attainment gap has only slightly narrowed in the past decade. Faculty members play a central role in supporting accessible learning environments for deaf students in postsecondary education and training settings. Dr.

Mentoring is a valuable opportunity for anyone — but it is particularly impactful for deaf youth. Mentoring opportunities offer valuable experiences that contribute to personal, academic, and career development for deaf youth.

“Show me a successful individual, and I’ll show you someone who had real positive influences in his or her life.” — Denzel Washington

Deaf people who attended college, university, trade school, or other postsecondary training did better in life — regardless of whether or not they graduated. This is according to a new paper published in the American Annals of the Deaf by researchers from the National Deaf Center on Postsecondary Outcomes and SRI International.

With the rapid shift to online learning due to the pandemic, many colleges and schools are relying upon automatic captions as a quick and cheap way to convert spoken words into text for deaf students in classrooms, events, and extracurricular activities.

While this type of automatic speech recognition (ASR) technology may be effective for Alexa — to ask your home device to make a grocery list or set a reminder — it is a sub-standard option in educational settings and can have costly repercussions for institutions.