Nai’s Story: Accommodations
I remember at one meeting, for example, sitting with a group of teachers. The student was in the room, off to the side, while teachers were discussing accommodation needs for that blind student.
Jessica on Accommodations
I wish professionals understood that accommodations are very, very necessary. I think that many professionals when dealing with deaf people kind of pushed those accommodations to the side or push requests to the side and think that they’re not as important or they don’t matter or they’re mere suggestions.
Autumn Access in Classroom
So, my worst experience ever was watching music videos in my Intimate Relationships class. Some videos were about love or heartbreak or whatever, that’s not the point. One day, I had a substitute interpreter.
Tamie’s Story: Access in Classroom
Hello, my name is Tamie Neathery. I currently work for CLIA, the Center for Independent Living, a group home for deaf clients. I recently graduated with my bachelor of social work at a public university.
Carlos’ Story: Access & Self-Determination
I remember having to contact the Disability office to make sure interpreters were provided in class and requested interpreters for tutoring as well, but was denied. I simply accepted their decision because I assumed I had no other option.
How do role models impact the lives of deaf people?
HOW DO ROLE MODELS IMPACT THE LIVES OF DEAF INDIVIDUALS?
Nida on Campus Access
What strategies do I wish universities would consider? Make the campus itself accessible to begin with. For example, fire alarms should have flashing lights for our safety.
Felix’s Story: Access in Classroom
I took one year off from school, then came back to college. I took a few classes where the students were all deaf. They were aware I was DeafBlind. I told them what I needed and suggested we use an interpreter who works with DeafBlind people.
Christopher’s Story: Access in Classroom
When I took a lecture-style course, the professor would project PowerPoint slides with all the photographs of architecture and buildings. It was challenging, because I was fascinated by those images, but I could not look at both the image and the interpreter.
Saad’s Story: Access in Classroom
For those of you who don’t know, the FM system is a microphone where you can hang it around a professor’s neck with their permission, and when the professor starts speaking, the voice will be amplified in my implant.
Ashlea on Access
When a film was shown without closed captions, I would ask the instructor if the video was captioned or not. When they indicated they did not know, I would ask them to please find out, because without it, I can’t understand the film. They hadn’t even considered it.
Precious’ Story: Extended Time for Testing
At the beginning of a test, I typically have my teacher and interpreter right there in front of me. My teacher will explain the rules and expectations of the test. The interpreter will then sit off to the side while I take the test.
