Funding Systems and Strategies for Accommodation Expenses
Many college operations are not set up with streamlined processes for accommodation expenses. Often they are operating on a ‘decentralized’ system. A decentralized system is where departments or organizations have various ranges of autonomy and decision making as it relates to funding and coordinating access services. This can create barriers that can impact deaf students’ engagement in campus activities. In contrast, a centralized funding system provides colleges a clear process with coordinating accommodations across campus that allows for greater access and belonging for deaf students.
Collaborative Strategies for Elevating Online Course Accessibility
Accessibility is a shared responsibility and partnerships on campus are critical to making sure accommodations are in place. Disability Service professionals play a crucial role in facilitating the dialogues that ensure online learning courses are accessible for deaf students by collaborating closely with instructors—however, they are not solely responsible. To achieve this goal, several key strategies can be employed and should be a joint effort across all departments.
Strengthening Competencies for Disability Service Providers with NDC’s New Specialized Certificate Program
Disability Services Professionals play a pivotal role in ensuring equal access to education and opportunities for deaf students. Deaf students benefit greatly when they receive support from qualified and experienced staff and access providers who are consistently available.
Leveraging Community Partnerships to Provide Note Taking Services
Majority of deaf students focus on sign language interpreting or speech-to-text services to access instructional content and rely on someone to take notes. How do you know if note-taking at your institution is an effective accommodation for your deaf students? Despite note-taking being widely used on college campuses, there is no one-size-fits-all solution.
Work-Based Learning for Deaf Youth Webinar Recap
Work Based Learning (WBL) provides deaf students with opportunities to apply what they learn in the classroom to career settings, an important step for preparing them for life after high school.
The Idaho Food Truck Project: Where Are They Now?
Our “Stories from the Field” piece details the transformation of a school bus into a fully functioning food truck,
where the students are the ones running the entire operation, with the invaluable support of the staff.
Creating Summer Camps for Deaf Youth
For deaf youth, summer camps bring opportunities to build relationships and strengthen skills for future endeavors. Whether they are day camps focused on coding, virtual programs in the arts, or overnight outdoor adventures, research shows that summer programs can have a significant positive impact on the lives of deaf youth.
Unveiling NDC’s New Digital Open Badges!
NDC open badges are here! Open badges are verifiable credentials earned by participation in and completion of NDC sponsored activities. Badges are a visual representation of participant learning journeys, accomplishments, and mastery; and serve as documentation for engagement in online learning, webinars, and targeted activities.
Looking AHEAD for Spring Semester — Graduation, Internships, Study Abroad, Campus Access
Join the National Deaf Center for a webinar on our best tips and strategies for a successful Spring semester in supporting deaf students in higher education. While this webinar is designed for DSS personnel and postsecondary students, all are encouraged to attend to learn more about preparing for spring semester events.
Help Deaf Youth Get Education, Jobs, and More with Transition Resources
Deaf youth have many different hopes, dreams, and goals. There are many available resources to support #DeafSuccess.
Strategies on Mentorship for Deaf Youth from Long-Time Mentors
Connecting with a mentor can be a life-changing experience. Positive mentoring experiences are mutually beneficial and have lasting influence on both the mentee, mentor, and even the mentee’s family members. These mentoring opportunities offer valuable experiences that contribute to personal, academic, and career development for deaf youth. Yet, the number of opportunities or experiences for mentoring are limited. This is especially true for deaf youth with multiple identities, like deaf-blind, deaf who are oral, deaf people of color, deaf disabled, deaf LGBTQ+ people, and many more.
Our Expectations Matter When It Comes to Postsecondary Enrollment
When we think about predictors of postsecondary enrollment and #DeafSuccess, we often look at grades or academic skills. While these are important factors, the National Deaf Center on Postsecondary Outcomes (NDC) has found that “high expectations for success” are one of five key impact areas for postsecondary attainment.