Greetings from NDC. In 2020, we learned so much about ourselves and our systems. It unveiled substantial gaps and disparities that must be dismantled in order to create equitable opportunities for all. Now more than ever — we must commit to show up and be in service.
The transition from high school to further education, training, or career is a pivotal time for young people. Marginalized groups – including deaf students – are especially vulnerable during this time, and access to services is critical to ensuring success.
State leaders in deaf education, vocational rehabilitation, and other areas vital for #DeafSuccess met online on Jan. 12 as part of the National Deaf Center on Postsecondary Outcomes’ Engage for Change | state initiative.
These days it can be considered a cliche, but for me, it’s very heartfelt: I sincerely hope this update finds you and your family healthy and safe. As you well know, the National Deaf Center specializes in transitions — the big life changes that prepare us for success and set paths toward bright futures. Now it is time for our own transition.
The lived experience and knowledge of deaf community members must guide policy changes, strategic planning, and programs that are designed to reduce barriers and increase opportunities for deaf people in the United States. In reality, however, this is seldom the case. Decisions are made for, and behalf of, deaf people without involving them every day. This upcoming live event panel on Dec 8 is an opportunity for panelists to gain an understanding of the importance of including deaf people in decision making and key elements of deaf-led community projects.
Leaders in education and vocational rehabilitation (VR) met throughout the summer and fall in Engage for Change | state (EFC) online regional meetings organized by NDC — determined to advance their short-term pandemic response and proactively create long-term strategies to improve services, support, and outreach to deaf youth.
Vocational rehabilitation (VR) services are necessary for thousands of deaf Americans to successfully join the workforce, make career plans, and reach their employment goals. But U.S. VR agencies can do a better job of serving deaf people, according to a new nationwide report by NDC.
There has been a significant increase in the use of captioning services for online learning due to COVID-19 pandemic. To keep up with the demand, many educational entities have turned to Automatic Speech Recognition (ASR) technology to provide equitable and timely accessibility for students. While ASR has seen rapid developments in recent years, the gaps in the technology compromises equity access for deaf students. This presentation is designed to give answers to commonly asked questions from professionals in education settings.
Auto Captions and Deaf Students: Why Automatic Speech Recognition Technology Is Not the Answer (Yet)October 27, 2020
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.