How Ready Are Postsecondary Institutions for Deaf Students?
Educational policy is increasingly focused on the need for individuals to be prepared for postsecondary education. This article uses the lens of deaf students to explore ways in which college readiness can be conceptualized for both individuals and institutions. We discuss considerations at the institutional level, such as accommodations, student disclosure rates, and levels of accessibility for deaf students.
Family Context: Understanding the Importance of Siblings
Families play an important role in influencing the educational and occupational outcomes of deaf children.
The Common Core State Standards: Considerations for Teachers of Deaf Students
The research brief summarizes the research and relevant resources related to the Common Core State Standards for teachers of deaf students.
Communication Technology as a Predictor of Future Attainments for Deaf Young Adults
Communication technologies are often assumed to level the playing field for disabled individuals, but the benefits may be magnified for deaf individuals in particular.
Universal Design
The term universal design was coined by architect Ronald L. Mace to describe the concept of designing all products and the built environment to be aesthetically pleasing and usable to the greatest extent possible by everyone, regardless of their age, ability, or status in life.
Deaf Culture as an Asset in Preparation for Postsecondary Education and Employment
This brief summarizes the research related to deaf culture as a potential resource to be drawn upon in support of postsecondary education and employment outcomes for deaf individuals.
Comparison of Students’ Achievement: Deaf, Learning Disabled, and Deaf With a Learning Disability
Approximately half of deaf students have a co-occurring disability. Although assessing and diagnosing learning disabilities (LD) is particularly difficult in this population, it is important to properly identify students who may be eligible for academic interventions or accommodations.
Assessing the Quality of Single-Case Design Research With Deaf Individuals
Single-case design (SCD) research is often considered a good fit for measuring intervention outcomes among low-incidence populations, including deaf individuals. The authors use criteria from the What Works Clearinghouse (WWC) to assess the quality of SCD studies across research about deaf individuals.
Plan Your Future: A Guide to Vocational Rehabilitation For Deaf Youth
Deaf youth, like you, have many different hopes, dreams, and goals. Many programs and services are available to help you succeed.
Assessing English Literacy as a Predictor of Postschool Outcomes in the Lives of Deaf Individuals
National statistics show that deaf adults often do not experience success on the same level as in the general population in these areas: life, employment, and education. Many people, including researchers, believe that negative outcomes happen because deaf people have low English literacy skills
Accommodations Use Patterns in High School and Postsecondary Settings for Deaf Students
This article investigated patterns of educational accommodations use between high school and postsecondary settings by deaf students. This study focuses on language and communication (LC) accommodations that are typically specific to deaf students, as well as those used by other students who use accommodations. We discussed the findings in light of potential implications and future directions for research.
Accommodations Use and Quality for Deaf Students
This article describes the results of a large nationwide study of accommodations use by deaf students in both secondary and postsecondary settings. Participants consisted of nearly 1,350 professionals who work with a diverse group of deaf students in a variety of roles including as educators, administrators, interpreters, vocational rehabilitation agency staff, and allied service providers.
