Download, read, and share state reports about postsecondary outcomes of deaf individuals in your state.
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Topics: Research & Data
Useful For: Administrators, Disability Services Professionals, New Users, Parents, Students, Teachers, Vocational Rehabilitation Professionals -
Topics: Remote Services
Student evaluation of remote services is critical to ensure effectiveness of services received.
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Topics: Remote Services
Successful and effective services comes with cooperative contributions and efforts by all. Here are a few tips for students to encourage a positive experience using remote services.
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Topics: Remote Services
One option to offering remote services is contracting with a professional and reputable agency. Selecting a reliable and experienced vendor can positively contribute to the quality and effectiveness of the use of remote services.
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Topics: Remote Services, Speech-to-Text (Services)
Speech-to-text services can be provided onsite or remotely. Onsite speech-to-text services refers to the service provider and consumer being in the same location.
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Topics: Remote ServicesVideo remote interpreting (VRI) is a fee-based service that delivers interpreting services, often on demand, through a web-based platform on a computer, laptop, tablet, or smartphone.
VRI can be used effectively to:
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Topics: Remote Services, Research & Data
Use this tool to guide you through the process of providing remote access services. Answer each question with a “YES” (left) or a “NO” (right). At each answer point write your responses, ideas, action steps, or other notes on a to-do list.
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Topics: Legal/Policy
The interactive process engages deaf individuals and disability services professionals in a collaborative discussion regarding the impact of deafness and any necessary accommodations to mitigate barriers in the environment.
Useful For: Administrators, Disability Services Professionals, Interpreters, New Users, Speech-to-Text Provider, Vocational Rehabilitation Professionals -
Topics: Deaf 101, Legal/Policy
Section 504 of the Rehabilitation Act, the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) work together to protect children and adults with disabilities from exclusion, discrimination, and unequal treatment in education, employment, and the community.
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Topics: Research & Data
Strengthening community networks and connections increases social capital, the advantage gained through relationships and social networks. Social capital can help individuals navigate complex school and workplace situations.
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Topics: Deaf 101
The ability to communicate defines us as human beings and as a society. It forms a foundation for decision making and relationship building. Communicating with deaf individuals is an achievable goal, even when accommodations (e.g., interpreters) are not present. The tools available to us are considerable and limited only by our creativity and desire to communicate.
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Topics: Deaf 101
The characteristics of Deaf culture are formed out of many shared life experiences rooted in a visual world designed for communication ease.
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Topics: Assistive Technology
Background noise and distance from the instructor may present barriers for some deaf students. When this is the case, assistive listening systems can play a role in reducing or eliminating these barriers.
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Topics: Captioned Media
Captioning, a textual representation of the audio, is an important accessibility tool for deaf people, as well as a benefit and learning tool for others. With so many avenues to obtain or create captioned media, ensuring that instructional materials are accessible is definitely achievable.
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Topics: Deaf 101, Speech-to-Text (Services)
Today's technology affords deaf individuals access to the world like never before. Speech-to-text is one example of technology that brings access to individuals who are visual communicators.
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Topics: Speech-to-Text (Services)
Speech-to-text is one method of providing effective communication access under the law. However, it is more than simply providing technology; it requires the provision of effective services, and speech-to-text services are only as good as the skills of the service provider. When hiring a service provider, a number of qualification factors must be considered. It is imperative that institutions evaluate the quality of service to ensure that effective, real-time communication access is occurring.
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Topics: DSP Toolkit, InterpretingInterpreters play an important role in facilitating effective communication for deaf and hearing people. Interpreters are frequently used in education, from kindergarten through college, graduate or trade school, and the workplace. A qualified interpreter with the right combination of qualifications and professional experience is better able to provide effective communication.
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Topics: Legal/Policy, Transition
This two-part video explains the Americans With Disabilities Act and how it applies to postsecondary education for students who are deaf.
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Topics: Research & Data
The National Deaf Center on Postsecondary Outcomes conducted a review of the literature on practices that address root causes of challenges to deaf individuals' postsecondary attainment and identified five key impact areas. Evidence-based summaries of each of the five key impact areas are included in the document.
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Topics: Deaf 101, Legal/Policy
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.
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Topics: Remote Services
Deaf students enrolling in colleges across the country are on the rise and securing access services can be difficult for institutions. Remote interpreting and speech-to-text services are viable options for institutions experiencing: shortages of qualified providers, specific interpreting or captioning needs for a course, or last-minute requests for urgent situations. Remote services can be a beneficial supplement or a mainstay way of providing access for students in a variety of situations. Institutions must have the knowledge necessary to evaluate requests, resources to arrange services, and the infrastructure to maintain quality and effective services.
This page provides individuals with tools to assess their institutional capacity to implement effective remote services.
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Topics: Interpreting
Although visual language interpreters have become more visible and prominent in the classroom since the Americans With Disabilities Act was passed in 1990, they have been a part of the educational landscape since the early 1970s. Still, their role is often confusing and distracting.
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Topics: Deaf 101, Interpreting
The role of the interpreter appears to be very straightforward—to effectively facilitate communication between deaf individuals and those who are hearing. However, the complexities of the task, the varieties or types of visual interpreting, and the enormous range of qualifications brought by the interpreter make it anything but simple.
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Topics: Captioned Media, Other Access Topics
Captions are the textual representation of audio content in a video format, communicating spoken dialogue, sound effects, and speaker identification. Captions provide essential access for the more than 30 million Americans with a hearing loss. They also benefit emerging readers, visual learners, non-native speakers, and many others.
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Topics: Transition
Having high expectations for deaf individuals' postsecondary success means believing in their capability to succeed and not believing their opportunities are limited due to being deaf. These high expectations are important as deaf youth navigate the transition from high school to postsecondary education or training.
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Topics: Deaf 101, Research & Data
This brief summarizes the research about attitudes toward deaf individuals as critical factors that influence their academic and employment outcomes.
Useful For: Disability Services Professionals, New Users -
Topics: Deaf 101, Research & Data
This brief summarizes the research related to effective communication between deaf and hearing individuals.
Useful For: Employers, Interpreters, New Users, Students, Vocational Rehabilitation Professionals -
Topics: Assistive Technology, Interpreting
With technology always seemingly one step ahead of us, it's easy to confuse the various telecommunication services used to visually connect hearing and deaf individuals who wish to communicate with each other. Three primary telecommunication services are in use today: (a) video relay service (VRS), (b) telecommunications relay service (TRS), and (c) video remote interpreting (VRI). VRS and TRS are free programs regulated by the Federal Communications Commission, and VRI is a fee-based service that satisfies the communication-related mandates of the Americans With Disabilities Act. As their names suggest, VRS and VRI are video-based services, and TRS is text driven.
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Topics: Assistive Technology
Telecommunication technology has significantly changed the communication landscape for deaf individuals. For more than 40 years, text telephones (TTY) and amplified phones were the only options. Today, videophones, smartphones, and instant messaging most often replace TTY as preferred communication tools.
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Topics: Transition
Approximately 20% of the adult population has a disability. Most deaf individuals do not seek vocational rehabilitation services, but those who do most often want employment-related services or education and/or training to prepare for employment.
Useful For: Interpreters, New Users, Parents, Students, Vocational Rehabilitation Professionals