The hectic, uncertain spring 2020 semester is now over, and schools across the country are adapting to a new normal – one in which online education is increasingly a part of many programs. Disability support offices strive to support faculty and staff while ensuring that education remains equitable and accessible for all students.

Determined to provide vital transition services for deaf youth despite a global pandemic, 45 leaders in education and vocational rehabilitation (VR) from 25 states gathered online on May 28 for a special event, “Transition Planning in the Time of COVID-19,” organized by the Engage for Change | state team at the National Deaf Center on Postsecondary Outcomes (NDC).

As many educators discovered this spring, teaching students online is very different from teaching students in the classroom. Without thoughtful planning, deaf students may be left behind and lose critical access to their education.

For regularly updated information and resources in response to COVID-19, visit: nationaldeafcenter.org/covid19
[Disponible en español] [Download PDF]

For regularly updated information and resources in response to COVID-19, visit: nationaldeafcenter.org/covid19
[Download PDF]

Now known as the year of the COVID-19 pandemic, 2020 started on a bright note for vocational rehabilitation (VR) in the United States.

For regularly updated information and resources in response to COVID-19, visit: nationaldeafcenter.org/covid19
[Disponible en español] [Download PDF]
 

AUSTIN, Texas — Parents and educators can make online learning accessible for deaf and hard of hearing students during the COVID-19 pandemic with new online resources from the National Deaf Center on Postsecondary Outcomes at the College of Education at The University of Texas at Austin.

WHERE: Online: nationaldeafcenter.org/covid19

[Disponible en español]
The last few days have been full of disruption, uncertainty, and preparations for disruption in school, work, and daily life under a global pandemic. No one goes untouched by the spread of the coronavirus disease (COVID-19). We here at the National Deaf Center extend our sympathies to you, your family members, and colleagues, especially those who have experienced hardship in recent weeks.

Recently, Casey Brown, Director of the Arkansas Career Center at the Arkansas School for the Deaf, posted a question to the NDC listserv community asking for resources, checklists and assessments for transition and career exploration.

This is what our listserv was intended for — to share useful tools and resources with one another. The community answered with great resources, and many people asked for a copy of Casey’s collection of transition checklists and assessments.

As deaf children grow into teenagers, they begin to take a more active role in decision-making and responsibilities. Families are often unaware of strategies to support their deaf teen on becoming more independent. The role of family members is vital in ensuring deaf youth are prepared for life after high school. It’s an overwhelming but exciting time for both families and deaf teens.