Career services and disability services offices serve students best when they operate as collaborative partners — not silos.

• Establish regular collaborative events to increase mutual understanding about services available and clarify referral pathways.
  
• Appoint a liaison between the two offices to streamline coordination and deepen rapport; ideally, this role is filled by a person with a disability who brings both lived and professional insight. Ensure staff in both offices are trained in the basics of Deaf culture and in best practices for supporting deaf students.
  
• Use voluntary release forms so students can give permission for staff to coordinate support across departments while maintaining privacy and choice.
• Host deaf student panels to allow peer information sharing of experiences with career services and disability services while building a sense of community.

Accessibility is not just about accommodations — it’s about designing every touchpoint with everyone in mind.

• Advertise events with clear instructions for requesting accommodations, and ensure services like ASL interpreting or captioning are available (e.g., University of Kansas).
• Design fully accessible events that include interpreters, captions and visually accessible materials.
• Create a dedicated student-facing webpage with resources, FAQs, and contact information about career support for disabled students (e.g., Rochester Institute of Technology).
  
• Develop a resource hub for employers with information on hiring practices, accommodations, and the value of disability-accessible workplaces (e.g., Landmark College).
  
• Extend access to career services post-graduation — especially important for students who may need additional time to secure employment (e.g., UC Berkeley).

Deaf students are experts in their own experiences — their feedback should shape programs and policies.

• Host listening sessions or advisory boards to gather insights about student barriers, needs, and goals. These feedback loops are critical and develop students personally and professionally. See this NDC resource to learn more about student advisory boards. 
• Gather and use data to track access, participation, and post-graduation outcomes — and use findings to inform programming.
  
• Embed disability-specific support and self-advocacy into coaching and workshops to help students navigate disclosure, negotiation, and job search challenges with confidence.

Career preparation is stronger when students are connected to real-world networks and opportunities.

• Launch a disability employment task force that includes employers, alumni, and the campus community to strengthen career services and align with workforce trends (e.g., University of Michigan IDEA Committee).
  
• Partner with employers in key sectors to create accessible internships, apprenticeships, and co-ops — especially when integrated into students’ academic programs. 
• Showcase examples of employers trained to work effectively with deaf employees (e.g., through programs at Gallaudet University).
• Coordinate with Vocational Rehabilitation agencies to support job coaching, personal assistants, or other employment supports (especially for students with additional disabilities).
  
• Encourage faculty and alumni mentorships to strengthen students’ professional networks and provide industry insight. Deaf mentors are a great way to allow students to feel supported and seen in these experiences! 
  • “Through direct communication and lived experience, they equip Deaf students with the tools and confidence needed to pursue advanced degrees and succeed in predominantly hearing professional environments. This mentorship fosters not only academic growth but also long-term career readiness.” (Listman, 2013)

• Adopt NACE Career Readiness Competencies as a shared framework to deepen industry-specific student preparation and set consistent expectations.

Disclosure is when a deaf person shares their disability and access needs to ensure they have the accommodations to fully participate in the employment process. Disclosure might include access needs for career fairs, networking events, interviews, employer site visits, or training sessions. This step is important but often sensitive, due to disability-related stigma and concerns about the perceived cost of accommodations. The decision of when, how, and what to disclose—such as the need for interpreters, speech-to-text services, specialized equipment (e.g. captioned phones), or other communication supports—can vary widely based on the context, environment, and level of trust. 

Disclosure is not one-size-fits-all. For deaf students, 

Things to consider:

• Some students may choose to disclose early to ensure interpreters or captioning are scheduled in time.
  
• Others may wait until they feel safe, welcomed, or confident that their access needs will be taken seriously.
  
• Disclosure may involve not just stating “I use ASL,” but also specifying interpreter preferences (e.g., deaf/hearing teams), placement in the room, or preparation materials for interpreters.
  
• Students may request technology support such as speech-to-text services (such as CART), captioned phones, video relay services, or assistive listening devices.
  
• In virtual settings, students may clarify whether captions, interpreters, or platform accessibility features are available.
  
• Students may specify communication preferences that change by context—for example, using ASL in one setting and preferring written communication in another.
  
• Timing and privacy matter: disclosure may look different at the application stage, during an interview, or after being hired.

It’s important for career services and employers to:

• Avoid pressuring students to disclose early or publicly.
• Create access-forward environments where support services are clearly communicated, making disclosure feel like a choice—not a requirement for basic access.
• Acknowledge that interpreter logistics are complex, and advance planning is critical for ensuring participation.