Deaf with Disabilities: Transition & Postsecondary Education
Deaf people have different experiences with disability, and these experiences can evolve over time. It is estimated that nearly half of deaf people have an additional disability. However, in our analysis of currently enrolled deaf college students, we found the incidence of disability to be much lower than expected. Many advocates suggest that the number of deaf people with disabilities is underreported due to barriers to healthcare and assessments that are not culturally and linguistically appropriate. Deaf people may also choose not to disclose additional disabilities out of fear or simply because they do not know which accommodations would work best for them. When working with deaf people, it is best practice to rely on their subjective experience and not diagnosis or documentation alone when determining whether they are ‘otherwise qualified’ and which accommodations are appropriate.
Postsecondary institutions and programs must be prepared to accommodate and support deaf students with disabilities, ensuring that policies and services are accessible. This includes providing accessible environments, offering tailored support services, and fostering environments where students’ diverse needs are acknowledged and met.
Accommodating Deaf People With Disabilities
Accommodations commonly used by deaf people may not be effective for deaf people with disabilities. One should not assume what works for one deaf person works for all. For example, ProTactile interpreting may be a better fit than sign language interpreting for a deafblind student. Speech-to-text services may need to be modified to provide greater access, such as using meaning-for-meaning instead of verbatim language for a deaf student with dyslexia. Some deaf students may benefit from deaf interpreters or interpreters who can work at a modified pace.
Flexibility and advance planning are key factors when making decisions about effective accommodations. Adaptability and willingness to make adjustments are crucial components of meeting the student’s needs as well as fostering autonomy and independence. Our research reveals that these are the most common accommodations provided to deaf college students:
Which of these services and accommodations has your institution provided to deaf students this academic year?
Note: The sum of percentages in this exceeds 100% because respondents were allowed to select more than one option.
The following examples are provided as suggested accommodations and are not an exhaustive list. The accommodation process is highly individualized and should consider existing or potential barriers in the settings and situations students will participate in, making decisions on a case-by-case basis. Collaboration between the student, disability services, and other stakeholders is essential to ensure appropriate and effective support. There can be barriers to obtaining documentation to verify additional disabilities. Rather, it is best practice to defer to the student’s self-report and deaf people’s subjective experience when determining accommodations.
Accommodation Examples
- Tactile or Protactile Interpreting: Using touch to communicate through sign language.
- Deaf Interpreters: Specialized interpreters who incorporate visual descriptions and tactile signing.
- Assistive Technology: Devices like braille displays, screen readers, and braille notetakers.
- Orientation and Mobility Training: Support for navigating campus and work environments.
- Co-navigators and Support Service Providers: For navigation and personal care needs.
- Accessible Materials: Materials in braille, large print, or electronic formats.
- Visual Descriptions: Detailed explanations of visual elements in presentations and descriptions of people and settings.
- Visual Learning Supports: Providing clear visual aids like charts, diagrams, and videos with captions can help reinforce concepts and information.
- Text-to-ASL Considerations: While hearing students with LD may benefit from text-to-speech software for reading assignments, deaf students might benefit from a similar tool that provides text-to-ASL support. This could involve interpreting key concepts or reading materials into ASL to make content more accessible and culturally relevant.
- Extended Time for Assignments and Tests: Many students with learning disabilities may need extra time to process information and complete tasks.
- Tutoring and Academic Coaching: One-on-one tutoring that focuses on both the student’s academic content and their learning challenges can be effective.
- Simplified or Structured Instructions: Breaking down complex tasks or instructions into smaller, more manageable steps.
- Modified Assessment Methods: Alternative ways of assessing learning, such as oral presentations in sign language, projects, or portfolios, rather than traditional written tests.
- Specialized Instructional Support: This could include specialized reading programs, study skills training, or organizational strategies tailored to their specific learning disability.
For more, check out this report: Comparison of Students’ Achievement: Deaf, Learning Disabled, and Deaf With a Learning Disability.
- Simplified and Repeated Instructions: Instructions are broken down into clear, simple steps, and repeated as needed. Visual aids and examples can reinforce understanding.
- Multimodal Communication: A combination of sign language, gestures, written text, and visual supports may be used to enhance understanding and communication.
- Structured and Predictable Learning Environments: Having routines, clear schedules, and structured activities.
- Planned Breaks: Scheduled breaks can help prevent sensory or cognitive overload, allowing students to self-regulate and stay engaged. This may be especially beneficial for those who use cochlear implants or hearing aids and experience auditory fatigue.
- Small Group or One-on-One Instruction: Individualized attention and smaller class sizes or group settings can offer more direct support and engagement with the student.
- Assistive Technology: Devices such as augmentative and alternative communication (AAC) systems, visual timetables, and speech-generating devices that integrate with sign language may be helpful for communication.
- Extended Time and Flexible Deadlines: Students may need extra time to complete assignments, tests, and tasks due to cognitive processing challenges.
- Behavioral and Social Support: Many students with cognitive disabilities may need behavioral support, social skills training, or assistance with navigating peer interactions. Deaf students may particularly benefit from role-play or social stories that incorporate sign language.
To learn more about working with autistic deaf students in postsecondary settings, visit this resource.
Transition-age Deaf Youth with Disabilities
Transition-age deaf youth with disabilities face challenges and opportunities as they prepare for adulthood. Nearly half of all deaf youth have an additional disability, and our research shows that many of these deaf youth are not in school or working. Effective transition programming can significantly enhance their readiness for adult responsibilities by focusing on practical life skills, employment readiness, and self-determination.
However, a major challenge is that programs designed for deaf youth often overlook the specific needs and desires of deaf youth with disabilities. Research emphasizes the importance of culturally and linguistically tailored interventions in achieving better outcomes for youth with disabilities, as one-size-fits-all approaches are often inadequate and fail to account for the diverse needs of deaf youth with disabilities. For example, direct instruction in functional life skills—such as budgeting, cooking, and personal care—has proven effective in preparing youth with multiple disabilities for independent living. Transportation remains a critical factor influencing access to education and employment, with studies emphasizing the need to teach navigation skills and address systemic transportation barriers. Furthermore, work-based learning experiences, including internships and community-based programs, play a vital role in bridging the gap between school and employment by equipping youth with essential real-world competencies.
Transition Resources
Deafverse, a gamified life skills tool, helps deaf youth practice decision-making, problem-solving, and self-advocacy.
Assess and Empower Self-Determination in Deaf Youth using an online assessment of self-determination skills (SDI:SR). This helps deaf youth better understand their strengths and weaknesses related to making choices, setting goals, and believing in themselves!
Developing Career Readiness through Work Based Learning programs and Virtual Career Exploration leads to improved social capital and opportunities for engagement.
Working With Autistic Deaf Students in Postsecondary Settings
Due to the increasing number of children diagnosed with autism spectrum disorders (ASDs), professionals who work with deaf students should expand their capacity to support autistic deaf students, especially in transition planning and postsecondary settings. The rate at which children are identified with ASD has increased over the last 20 years, with around 1 in 59 children now being diagnosed with ASDs every year. Deaf people have autism at comparable rates to the general population.
Autistic students experience many of the challenges that deaf students experience during transition and beyond, including insufficient support, falling through the cracks, and fewer job opportunities. These challenges, among others, may result in autistic deaf people not continuing their education or pursuing work opportunities after high school.
Postsecondary Education and Training Options
Nearly half of deaf college students (45.8%) are deafdisabled, 3.3% are deafblind, and 50.9% are deaf with no additional disabilities. Common co-occurring disabilities include depression (9.8%), mental health (7.6%), attention-deficit disorder (5.2%), and mobility (3.6%). These relatively low percentages compared to hearing college students may result from a combination of nondisclosure, underdiagnosis, and the lack of accessible support programs for deaf students with disabilities.
When considering postsecondary education, deaf with disabilities might want to consider selecting institutions that have:
- Comprehensive Disability Support Services (DSS): Institutions with knowledgeable and experienced DSS providers that offer personalized accommodations are essential. These services should be well-versed in handling students with multiple disabilities.
- Specialized Transition Programs: Some schools offer transition programs that help students with multiple disabilities adjust to college life. These may include summer bridge programs, mentoring, and dedicated advisors who understand the complexities of multiple disabilities.
- Smaller Class Sizes or Specialized Programs: Programs that offer smaller class sizes or tailored instructional methods allow for more individualized attention and support.
- Dual Enrollment and Hybrid Models: Programs offering flexible options, like part-time enrollment, online or hybrid learning models, and dual-enrollment programs with community organizations.
Career and Technical Education (CTE)
CTE programs may be a good fit for students with disabilities due to their focus on practical, hands-on learning, individualized support, and clear pathways to employment. CTE programs offer flexible learning environments with smaller class sizes, and diverse career options in fields such as healthcare, renewable energies, and automotive technology. With opportunities for internships, apprenticeships, and job coaching, CTE helps students with disabilities gain real-world experience and smoothly transition to the workforce.
Inclusive Postsecondary Education (IPSE)
IPSE programs are on the rise on college campuses across the country and have shown promising benefits to students with cognitive disabilities as it fosters skill development or supports these students in degree-seeking programs. Research shows that IPSE students gain life skills in managing time and finances as well as social skills from interacting with peers on campus. Currently, there are no established IPSE programs for deaf students with cognitive disabilities.
Community Integrated Living
Some communities have robust community-integrated living programs that support deaf people with disabilities who do not wish to enroll in postsecondary education but still want to work and be actively engaged in their community. These programs provide essential resources and support, enabling individuals to develop life skills, participate in meaningful employment, and foster social connections within their communities. Most of these programs have a range of housing options including supported, semi-independent and independent housing offering alternatives to the traditional group home model. More information about these programs is available at your local disability services organization, Centers for Independent Living (CILs), or your state departments of developmental disabilities or human services.
How to Increase Your Knowledge about Deaf with Disabilities?
Step 1: Reflect on Attitudes & Barriers
Examine your assumptions and center the lived experiences of deaf people with disabilities—they are the experts.
- Free Online Course: Attitudes as Barriers for Deaf People
- Attitudes Toward Deaf People
- Deaf Awareness
Step 2: Become a Lifelong Learner
Dive into research and resources to better understand the intersection of deafness and disabilities.
Step 3: Engage with the Community
Connect with local and national deaf communities by attending events and engaging in meaningful conversations.
Step 4: Stay Informed About Policies
Keep up-to-date with advocacy efforts and policies affecting deaf people with disabilities.
- Legal Frameworks and Responsibilities for Accessibility
- OnDemand Webinar: Centralized Systems that Promote #DeafSucess at Colleges
- Accessibility Laws: Section 504, IDEA, and ADA
- Effective Communication
- Expert Lecture: NAD on ADA Requirements for Effective Communication
- Expert Lecture: NAD on Federal Laws Regarding Effective Communication Access
Step 5: Promote Systems Change
Implement frameworks that tackle barriers and create equitable opportunities for deaf people with disabilities.
- Free Online Course: Discovering System Barriers and Exploring the WHY
- Free Online Course: Transforming Systems to Achieve Equity for Deaf People
Social Media Accounts to Follow
- Abby (@deaflepuff)
- Abigail Vogeler (@abigailvogeler)
- Adam Goen (@_adamgoen)
- Alexandra Elaine (@alexandraelaineadams)
- Ashlea Hayes (@ashleabrittney)
- Catarina Rivera (@blindishlatina)
- Cassidy Huff (@casshuff)
- Charis Townsend (@hipster.sunshine)
- Dr. Jasmine Simmons (@drjasminesimmons)
- Elle (@pieceofelle)
- Haben Girma (@habengirma)
- Isabella (@deafloud)
- Jason Gervase (@jasegervase)
- Jeremy Smith (@deafplusadvocate)
- Jessica *British Deaf+ (@jessicaoutofthecloset)
- Julia Kennedy (@sweetgirlyforever)
- Kelvin Crosby (@deafblindpotter)
- Loni Friedmann (@loni.friedmann)
- Molly Watt (@mollywatttalks)
- Monica Pruitt (@bendyblindblonde)
- Paris Glass (@glassmenagerie)
- Rach (@suchalovelyred)
- Rebecca Alexander (@rebeccaalexander)
- Sar Marrison (@morrison_sarj)
- Steven McCoy (@stevenmccoy)
- Tayler (@distaaybled)
The social media accounts listed above are not exhaustive. If you’re a content creator who is Deaf with additional disabilities, we’d love to highlight your platform to inform and educate others—send us a DM or email us at help@nationaldeafcenter.org.
