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Deafverse Can Help Deaf Teens Connect and Learn from Home

April 7, 2020

For deaf middle and high school students, there are very few accessible online games or resources. That’s why Deafverse, the first-ever American Sign Language (ASL) accessible online game for deaf teenagers, is the go-to game for at-home learning. [Disponible en español]


Join Us for a Live Student Panel

April 2, 2020

The National Deaf Center of Postsecondary Outcomes (NDC) has assembled a live panel of deaf undergraduate and graduate students to discuss their online learning experiences and tips for strengthening access and self-care during this stressful time. During the panel, students are invited to participate and share their own online learning experiences. 


Take Control of Your Online Learning: Tips for Deaf College Students

March 27, 2020

COVID-19 has made colleges and universities around the United States switch to online learning for everyone — including deaf students like you.

Whether you have taken an online class before or are new to this, remember: accommodations don’t stop because you are now learning remotely. Here are some strategies for you to take control of your online learning and set yourself up for success. [Disponible en español]


New NDC COVID-19 Information Page

March 16, 2020

We have resources ready for you on a dedicated COVID-19 information page. We will be building out tailored information to support both short- and long-term decision making on important topics including accessibility, transition planning, self-advocacy, and mental health during this time of stress and change. Check back often for updates on a range of topics, and follow us on Twitter, Facebook, LinkedIn, and Instagram for daily insights on ways to mitigate the potential negative impact of the spread of the coronavirus. [Disponible en español]


Remember Accessibility in the Rush to Online Instruction: 10 Tips for Educators

March 12, 2020

As colleges and schools scramble to take their teaching online in response to the spread of the Coronavirus disease (COVID-19), educators must not forget — and must know how to make their instruction accessible to — deaf and hard of hearing students and their peers. [Disponible en español]


Family Support for Deaf Teens: A Roadmap to Success

February 27, 2020

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.  


‘Begrudging Tolerance’: New Report Reveals Deaf Students’ Experience On Campus

February 24, 2020

“There has been no institutional interest in learning how to become more deaf friendly. The attitude is one of begrudging tolerance at best.”

Deaf students across the country echoed this student’s story in the 2018-2019 Deaf College Student National Accessibility Report, “ACCESS Is More Than Accommodations,” released today by the National Deaf Center on Postsecondary Outcomes.


Featuring the Field: At Rocky Mountain Deaf School, Making Coffee Leads to Employment Opportunities

February 18, 2020

Heather Hapke from Rocky Mountain Deaf School agreed to share details about the school’s job training program, which includes an on-campus coffee shop, job shadowing and internships, a summer program, and more.


Reflections on Black History Month By Dr. Joseph Hill

February 4, 2020

Black History Month is an annual observance of contributions, achievements, and culture of black Americans. In K-12 education, black American contributions and events may not be acknowledged or taught, so Black History Month is a way to make sure that children from all walks of life know that black history, as well as all cultural histories, are also part of American history.


More Than Accommodations: Interpreting Task Force Explores Equitable Access

January 24, 2020

NDC facilitated a Postsecondary Interpreting Task Force on Jan. 14-15 to examine central questions surrounding equitable access — What does it look like? What are current standard practices, and what strategies should professionals consider to ensure deaf students are able to actively participate in all aspects of their continued education?


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