“My experience was REAL.”
With that statement, Asociación Puertorriqueña de Sordos y Sordos-Ciegos (APSSC) President Zoé Rodríguez grounded a room of vocational rehabilitation (VR) and higher education disability services (DS) professionals in the barriers that deaf Puerto Ricans continue to face while obtaining postsecondary education and employment. While systems are often viewed as functional—if imperfect—the lived experiences shared throughout this visit told a more urgent story: too many deaf students still encounter unclear pathways, inconsistent access, and barriers that slow or derail their progress beyond high school.
In early 2026, the National Deaf Center (NDC) returned to Puerto Rico to build on last year’s community conversations (Spanish). This visit focused on what comes next—strengthening transitions from K–12 into postsecondary education and training programs, where access and opportunity directly connect to long-term employment outcomes.
Across communities and campuses in Ponce, San Juan, and Mayagüez, one message was consistent: the foundation is already here. Organizations like the APSSC , along with families, educators, and local leaders, are actively building support systems and advocating for stronger outcomes. There is a clear opportunity to better align and leverage cross-system supports that serve deaf students, while also supporting their families.
"Cuando les damos recursos a la familia en información y apoyo, desarrollamos Sordos que aprenden a conocer su identidad y su valor en la sociedad."
"When we give resources to the family in information and support, we develop Deaf people who learn to know their identity and value in society."
"El apoyo a los Sordos comienza en casa. Cuando las familias acompañan su crecimiento, ellos descubren su voz, su fuerza y su camino."
"Support for the Deaf begins at home. When families accompany their growth, they discover their voice, their strength and their path.
At the University of Puerto Rico–Mayagüez, a different but equally promising strength emerged. The university’s large-scale job placement program connects students with major employers twice each year, achieving placement rates of roughly 80%. Employer expectations around hiring individuals with disabilities add further momentum. While the number of deaf students is currently small, that scale creates an opening—for more intentional outreach, stronger student networks, and a clearer pipeline into employment.
At the same time, gaps between systems remain a central challenge. Students and families continue to navigate unclear roles and timelines across K–12, VR, and postsecondary institutions—particularly during critical transition points. Bridging those gaps requires not just improved processes, but stronger relationships.
This visit marked meaningful progress on that front. For the first time, NDC convened VR and DS professionals in a shared training space to map processes, surface disconnects, and begin building a more coordinated approach. Importantly, participants didn’t just identify challenges—they stepped into the role of changemakers, recognizing their ability to influence how systems function and how students experience them. That shift—from maintaining systems to actively improving them—is where long-term impact begins.
Puerto Rico’s deaf community is not starting from scratch. It is building from strength—strong leadership, engaged institutions, and a clear vision for what students need to succeed. NDC will continue working alongside APSSC, campuses, and system partners to strengthen postsecondary access, align transitions, and expand pathways that lead to meaningful employment.
Because as Zoé reminded the room, the experiences are real—and so is the opportunity to change them.
