To help people understand the diversity of interpreting options and find the right interpreter for any setting, NDC has released several new resources for professionals, deaf students and their families, and anyone who needs to ease communication between deaf and hearing people.
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.
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.
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.
Liderando el Camino: Ocho Estrategias para que las Comunidades Sordas Implementen Cambios en el Sistema, se basa en un nuevo artículo de investigación publicado en la revista American Annals of the Deaf escrito por Garberoglio, Diego Guerra, Genelle Sanders y Stephanie Cawthon, que resume lo que el NDC aprendió de las conversaciones comunitarias realizadas. a lo largo del país.
Decisions are made every day about deaf people’s lives without involving deaf people. This needs to change. 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. Listening to community members, and letting them lead the way, is important. This is a core value of the work we do at the National Deaf Center (NDC).
Deaf teenagers already have a lot on their minds, even before the COVID-19 pandemic. And like all teenagers, they are experiencing lots of feelings of uncertainty, anticipation, and insecurity as they navigate the transition from child to adult. That’s where self-determination can help — during the pandemic and beyond. [Disponible en español]
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.
As schools across the country transition to online courses in response to COVID-19, educators are working to ensure students receive the same quality education they received in the classroom. For deaf students, this means all course content must be accessible and equitable.
This checklist for teaching deaf students online helps educators meet their needs and ensures compliance with the law. Stay tuned for a new National Deaf Center resource in the coming weeks, which will expand the checklist with more detailed tips and advice.
These are just a few examples from the National Deaf Center’s 2019 Impact Report, “A Spark to Ignite #DeafSuccess.” It details the barriers NDC helped break down throughout the year, and provides a glimpse into the organization’s continued work in 2020.