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.
“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.
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.
Valentine’s Day is around the corner, which can bring with it additional anxiety, depression and other stress about romance and relationships. Research shows that deaf people are more likely to struggle socially, emotionally and with other issues impacting mental health.
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.
A new semester can be overwhelming, but NDC is here with you. NDC can help streamline procedures to enhance disability services offices working with deaf students, with guides to help you build request forms, create a student absence policy and more.
Decisions are made everyday that impact the lives of deaf people. Do those decisions truly include deaf people?
A new free online course from the National Deaf Center on Postsecondary Outcomes helps access coordinators, teachers, vocational rehabilitation counselors, and other professionals who work with deaf people explore the dynamics of power, privilege, and oppression when working with deaf individuals and communities in professional settings.
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?
Recently, Harvard University settled a class action lawsuit filed in 2015 by the National Association of the Deaf (NAD). The case revolved around the lack of captioning for Massive Open Online Courses (MOOCs). NAD also sued the Massachusetts Institute of Technology for similar reasons and that case is still being litigated.
The Department of Justice made statements that the universities were discriminating against deaf individuals by “failing to provide equal access in the form of captions.”