Resources: Other Access Topics

In today's world, emergency preparedness is an important topic. Too often, deaf individuals do not have access to emergency alerts. Visual emergency alerting systems provide equal access and allow deaf people to evacuate safely during emergencies. Both the ADA and Section 504 of the Rehabilitation Act also mandate reasonable accommodations, which include visual fire alarms.

Improved access and advancements in technology have allowed deaf individuals who might not have previously considered a career in the healthcare field to now pursue this option. Nonetheless, barriers continue to exist, caused in part by the technical standards established by academia and training programs. Technical standards are a set of abilities and characteristics a person is required to possess to gain admission to an educational or training program.

Effective communication affords deaf individuals the ability to share and/or receive information in a manner that is successful for them. Effective communication increases the opportunity for full and equal participation in any situation. Effective communication is fluid and allows all parties to receive and respond to information equally.

Field experiences, such as internships, practicums, and clinicals, offer students the opportunity to gain the real-world knowledge and skills they need to become gainfully employed. Deaf students have a right to these experiences in the same manner as their hearing peers.

Deaf students continue to explore academic opportunities in the college setting. They often seek to participate in foreign language courses alongside their hearing peers rather than settling for alternatives to foreign language requirements. Frequently, both students and staff members are unsure of how to achieve successful access and accommodations for these courses. Effective approaches are determined on a case-by-case basis, taking into consideration a variety of factors, including the student's accommodation needs, available resources, and the purpose of the course in the overall academic program for the student.

Being proactive means to initiate changes yourself rather than reacting to things that happen. This approach is especially effective for postsecondary institutions when developing plans for creating campuswide access for deaf students. In the past, institutions may have taken a "wait-and-see" approach to the planning of accommodations for students with disabilities. However, many institutions are taking a proactive stance on planning how students with disabilities will access the full spectrum of programs and events available on campus.

The term universal design was coined by architect Ronald L. Mace to describe the concept of designing all products and the built environment to be aesthetically pleasing and usable to the greatest extent possible by everyone, regardless of their age, ability, or status in life. Universal Design for Learning (UDL) brings this concept of inclusive design into the educational setting. UDL research shows that each student learns in a unique manner, so a one-size-fits-all approach is not effective.

This collection of handbook templates is designed for a disability support service provider to download and personalize for his or her institution's needs. These handbooks contain information for orientation to and standardization of procedures as well as general information about how these service providers can work effectively within a postsecondary education setting and with deaf students. Templates are included for faculty, interpreters, note takers, speech-to-text providers, and students. (Revised: 2017)

Deaf students have the same rights as their hearing peers, including the right to be absent. However, when they are absent from class, disability service professionals become concerned that the funds being expended for interpreters or speech-to-text services are not being used prudently. By establishing policies and procedures for students and staff to follow, disability service professionals are able to balance the need for access with the need to demonstrate responsible budgetary management.

Study abroad experiences broaden students' horizons, providing them with exposure to other cultures and languages. In today's global marketplace these experiences often increase a person's employability. Deaf students, like their hearing peers, are increasingly seeking out these opportunities to broaden their repertoire of marketable skills.

This two-part video explains the Americans With Disabilities Act and how it applies to postsecondary education for students who are deaf.

All postsecondary campuses, including community colleges, vocational training programs, and four-year universities, must ensure their programs, activities, and meetings are accessible to all visitors.

Graduation season is a busy time for disability service offices, and many professionals have questions about providing communication access at graduation ceremonies. The law is clear that institutions must provide access to public events and ensure an equitable experience for deaf individuals. The purpose of the following information is to assist postsecondary institutions in planning for communication access.

Note taking is the practice of capturing important pieces of information in a systematic way. It is not limited to the classroom. Note taking is an important accommodation in any situation requiring learning, including job sites and internships. Effective note taking is a skill that is acquired through training and strengthened through practice. It is an accommodation that deaf individuals rely on when they are in an environment of learning. In fact, research conducted with deaf college students indicates that most students view note taking as a very useful support.

The research brief summarizes the research and relevant resources related to the Common Core State Standards for teachers of deaf students.

This brief summarizes research related to the benefits and barriers of online learning for deaf students.

This study used criteria from the What Works Clearinghouse to assess the quality of single-case design studies in research with deaf populations.

This study used data from National Longitudinal Transition Study 2 to explore the hypothesis that increased access to English through computer-mediated communication (CMC) can increase direct access to language and literacy for deaf individuals.

This study explored how successful college readiness is dependent on the readiness of both the deaf student and the institution.

This study explored how accommodation needs may differ according to deaf individuals' additional disability status, if present, through a secondary analysis of the second National Longitudinal Transition Study.

This resource is for professionals who want a better understanding of the legal foundations in serving deaf students. Disability law attorneys and experienced practitioners explain institutional responsibilities and provide tips for implementing policies and procedures.

Deaf individuals who live in rural areas face a different set of challenges from those living in more populated regions. As a result, deaf individuals who live in rural areas require support and services that address their unique needs. This document briefly summarizes the research surrounding the unique needs/challenges of deaf individuals in rural communities.

Late-deafened individuals experience a variety of challenges navigating the postsecondary environment due to a variety of internal and external factors. This document summarizes the research related to postsecondary outcomes for late-deafened individuals.