When one small university prepared to welcome its first deaf student in many years, the Director of Disability Services acknowledged openly that serving a deaf student would be a learning experience for the entire campus — not just the Disability Services office.
Many colleges serve deaf students infrequently, but when they do, the stakes are high. This is the story of how one institution — through consultation, practical tools, and strategic partnership with the National Deaf Center (NDC) — moved from uncertainty to sustainable communication access systems. The lessons apply broadly to any campus navigating similar territory.
Starting with the "firsts"
The initial challenges were clear: limited experience serving deaf students, no established procedures for coordinating services, and the need for cross-campus coordination across academics, housing, and staffing. The director of disability services moved quickly to implement procedures and supports. One of the first connections was to NDC for consultation and practical resources to share with faculty and staff. Using NDC resources, the Director curated guidance on effective communication and sent faculty accommodation letters covering classroom setup, seating arrangements, establishing a clear line‑of‑sight to interpreters, and discussing logistical needs with interpreters that support effective access.
National data shows why this matters: according to NDC’s Deaf Postsecondary Access and Inclusion Scale report, deaf students rated their sense of campus connectedness at just 63 out of 100, and only 62% said they felt “at home” on campus. Nearly half reported feeling disconnected from campus life—a gap that can affect retention and well-being.
These findings point to a critical reality: strong classroom access alone does not guarantee connection or persistence. Campuses must intentionally design environments where deaf students can fully engage beyond academics.
The report recommends strategies such as improving orientation, increasing transparency about campus resources, and building relationships through regular check-ins. This university put these principles into practice. The Director of Disability Services didn’t stop at classroom accommodations; working across departments to make sure the student could participate fully in campus life:
- Residence Life provided training and encouragement for Residence Life staff to learn basic ASL phrases for everyday interactions.
- Housing also carefully screened the roommate selection process to pair the deaf student with peers who could sign or were willing to learn.
- Campus activities were prioritized: interpreting support was arranged for chapels, student clubs, and a first-year leadership cohort—spaces where relationships form.
These steps reflect the report’s call to “commit to building relationships with deaf students and checking in to reduce feelings of isolation.” By embedding access into housing, student life, and leadership programs, the university moved beyond compliance toward creating a campus where a deaf student could connect, participate, and thrive.
Small, intentional practices across departments helped turn access into an everyday experience, signaling a shift from compliance to culture—one rooted in the understanding that access is more than accommodation; it is the foundation of belonging.
Operational lift: budgeting and procurement
Coordinating services for a deaf student isn’t just about scheduling interpreters—it’s about building a sustainable model that leadership understands and supports. Over the course of a year, the Director of Disability Services partnered with NDC’s Strategic Support Team for regular consultations focused on funding strategies and coordination models. These sessions helped move from “How do I pay for this?” to “Here’s a plan we can implement.”
NDC provided practical tools to support productive conversations with administrators, including:
These resources clarified funding models and vendor coordination best practices, enabling the Director to explain cost drivers for interpreting and speech‑to‑text services, recommend a blanket purchase order (BPO) to streamline payments, and present leadership with clear funding options for contracted versus staff interpreters.
The result? The university adopted a predictable budgeting framework, secured primary and backup interpreting services vendors, and avoided service gaps. What started as an intimidating conversation became a collaborative process—because the Director had the data, language, and confidence to lead it. Budget clarity created shared ownership and long-term stability.
Student‑focused protocols: prioritizing the interactive process, feedback, and clear procedures
NDC helped the university formalize robust accommodation protocols anchored in a consistent interactive process and clear procedures for communication access services (interpreting and speech‑to‑text).
Nationally, most institutions rate their interactive process as strong, but fewer report strong systems for collecting student feedback—highlighting a critical improvement gap. Only 40% rated their ability to gather feedback from deaf students as good/excellent, while 62% felt they used feedback to improve services effectively (Supporting deaf college students:perspectives from disability services professionals (2023-2024).
Noting the opportunity for an improved process, the university tackled this head-on. The Director set weekly 30‑minute check‑ins during the first month, then moved to “as needed”—establishing a close relationship during the student’s first semester. A short end‑of‑year student survey was issued for all students using interpreting or speech-to-text services based on NDC’s Student Evaluation Template. Another practical outcome was an ASL interpreter request form—a simple tool the student could use to request coverage for activities outside class. Small tools like this matter: they turn good intentions into reliable processes.
The university also created its first formal communication access policy to make expectations and procedures clear for students using interpreting and speech-to-text services. Establishing a transparent, student-focused policy creates a reliable framework for effective communication and builds trust between students and the Disability Services office.
Advice to peer institutions
The most important principle is simple: start with the student, not the system. Every deaf student’s communication needs are unique, and lack of experience can lead to gaps in access. These conversations should happen early, continue throughout the semester, and shape every decision about accommodations.
These lessons are not unique to this institution — they reflect what many campuses encounter when serving deaf students for the first time. Any campus can begin here.
When asked to share their reflections about the learning process over the past year, the Director of Disability Services offers the following recommendations:
- Center student preferences—first and foremost. Honor individual choices and build to what works for that student.
- Treat access as essential. This is not optional—it’s part of daily operations.
- Ask widely. Consult NDC, peer institutions, and regional networks; higher ed professionals are generous with sharing solutions.
- Plan for resilience. Engage in proactive conversations with admin, secure additional agency backups for communication access services, and make request processes simple.
- Think beyond class. Engage housing, student life, and co-curricular programs early—because belonging happens everywhere, not just in lecture halls.
Looking ahead
This university is now positioned to support future deaf students without starting from scratch. The foundations—policy, funding frameworks, vendor coverage, feedback loops, and practical tools—are in place.
This experience shows what is possible when institutions plan early and partner strategically.
