www.pepnet.org 
Topics Inside ... 
• IDEA and transition to 
life beyond high school p. 3 
• PEPNet Midwest/MCPO p. 4 
• PEPNet Northeast/NETAC p. 5 
• PEPNet South/PEC p. 6 
• PEPNet West/WROCC p. 7 
• MCPO’s Shannon Aylesworth p. 8 
• NETAC’s Cate Weir p. 8 
• PEC’s Jennie Bourgeois p. 9 
• WROCC’s Tony Ivankovic p. 9 
• Accommodations p. 10 
• Access, not service, is 
protected by law p. 11 
• April 2006 PEPNet conference p. 12 
Dianne Brooks, Director 
Northeast Technical Assistance Center 
Colleagues: 
I am pleased to introduce yet another exciting joint 
venture undertaken by the four regional centers that 
comprise the Postsecondary Education Programs 
Network (PEPNet). Welcome to the fi rst issue of … 
PEPNet Perspectives! 
As many of our readers may 
be aware, PEPNet came into 
existence in 1996 when the four 
regional centers agreed to work 
in a collaborative and coordinated 
framework. This partnership 
was undertaken with several key 
goals in mind, including efforts to 
enhance our abilities to reach more 
of our target audiences, to avoid 
duplication of effort, to increase cost-effective practices, 
and to more effectively address major issues that impact 
educational access and opportunities for students who 
are deaf and hard of hearing. Further, it is worth noting 
that perhaps one of the most distinctive and compelling 
characteristics of this multi-Center collaboration is 
that it is structured and implemented around a clearly 
defi ned set of strategic objectives and outcomes that are 
reviewed annually relevant to both quality and impact. 
PEPNet Perspectives represents yet another of 
many strategic initiatives on which the four centers have 
PEPNet Perspectives Fall/Winter 2005-06 Postsecondary Education Programs Network 
collaborated over the past several years and continue 
to collaborate in a common and shared mission that, 
ultimately, focuses on expanding the knowledge and 
skills of educators, professionals, service providers, and 
educational institutions who work with students who 
are deaf and hard of hearing. 
The newsletter will combine many features of 
existing local or regionally produced publications, as 
well as some new enhancements designed to facilitate 
cross-regional communication and interaction. These 
enhanced features include, but are not limited to, details 
and updates of planned intra- and inter-regional 
activities such as regional and national professional 
conferences and professional development opportunities. 
Also featured will be details about new PEPNet 
products that have been or are in the process of being 
developed. Articles contributed by regional and national 
authorities also will be a regular feature. In other words, 
all four centers will contribute to this joint publication, 
which will be published in two annual issues (Fall/ 
Winter and Spring/Summer). 
It is our hope that this will not be “just another 
newsletter,” but one that offers signifi cant and increased 
opportunities to benefi t deaf and hard-of-hearing 
students across the country and those professionals 
who serve them. 
Introducing: 
PEPNet Perspectives 
Marcia Kolvitz, Director 
Postsecondary Education Consortium 
Life is really simple, but we insist on making it complicated. Confucius 
How different is life today from life in Confucius’ time? Hmmm, it may not be very different when 
you consider some of the basic facts of human nature! After almost 10 years of working together 
in PEPNet, we’ve started to realize that we can turn things around and make some complicated 
things much simpler. One example is this newsletter. Until recently, each regional center had its 
own newsletter. We recognized that what was printed in one region would likely be helpful in 
another region. So why not create just one and share it with everyone? I’m very pleased to see 
this collaborative effort among the four regional centers. Although it’s a tremendous opportunity for us to share information 
across the entire country, we’d also like it to be a resource that addresses timely issues and offers ideas for 
effective practices. And as always, we welcome your involvement and feedback as we launch this new publication. 
Dave Buchkoski, Director 
Midwest Center for Postsecondary Outreach 
It is exciting to write an article for the fi rst edition of PEPNet Perspectives! As a member of 
PEPNet since its inception in 1996, I have observed scores of positive changes that have enhanced 
postsecondary opportunities for students who are deaf and hard of hearing. Thousands of 
professionals working in two- and four-year colleges and universities and community rehabilitation 
programs have received training, attended the PEPNet national conferences, completed on-line 
training courses, and received technical assistance from one of the four regional centers. 
Working for the Midwest Center for Postsecondary Outreach (MCPO), I have the opportunity 
of seeing the strength in numbers and the impact of collaboration among the centers and their respective outreach 
sites. Through collaboration we have developed more and better products in a more cost-effi cient manner. The 
PEPNet national conferences, the Western Symposium on Deafness, national live teleconferences, the national needs 
assessment, on-line training, this newsletter, and representation at various national professional conferences are a few 
examples of the activities that provide opportunities for collaboration. 
We hope that readers will fi nd the articles valuable to their professional development needs and aid in expanding 
their knowledge base to provide quality accommodations to students who are deaf and hard of hearing in higher 
education. We hope that you visit our Web site at www.pepnet.org, which offers information about our current and 
future activities directed to professionals in the fi eld. 
PEPNet 
Enhancing services for students 
who are deaf and hard of hearing 
PEPNet Povides: 
• Technical Assistance Training 
• Biennial Conferences 
• Distance Learning 
• Publications 
• One-to-One Consultations 
• Faculty/Staff Development 
• Online Learning Opportunities 
Cathy McLeod, Director 
Western Region Outreach Center & Consortia 
Dream Becomes Reality Within a Year! 
As you read our fi rst ever collaborative publication, we have achieved a milestone with the four 
PEPNet centers creating a national magazine. 
Visualize how we would respond in sign: First! Pah! Awesome! Cool! About Time! Good 
Idea! Makes Sense! Nice! Finally, we have multiple voices in one national magazine for all. 
Here in the West, we view this creative publication as an opportunity to learn from one another, to celebrate the 
efforts and achievements of people from all walks of life as we make postsecondary programs accessible and available. 
As professionals, this is a remarkable occasion for us to become better advocates and better teachers. Students, faculty, 
and professionals will all benefi t from these diverse perspectives and different approaches. 
On behalf of the PEPNet West team – Welcome PEPNet Perspectives!

www.pepnet.org 
Get into the loop! 
Become an active part of 
the Postsecondary Education 
Programs Network (PEPNet) 
Listserv! 
2 PEPNet Perspectives 
The PEPNet Listserv was created as a forum for 
individuals involved in postsecondary education 
to ask questions and share their experiences in 
providing services for students who are deaf and 
hard of hearing. Please consider using the PEPNet 
Listserv as a place to exchange ideas, solve problems, 
share best practices, and sometimes even 
have a laugh! 
Subscribing to PEPNet: 
In your Internet browser, type in: 
http://listserv.uwm.edu/mailman/listinfo/pepnet 
Scroll down until you see the header “Subscribing 
to PEPNet.” Follow the instructions, and please 
enter your name after entering your e-mail address. 
It is also highly recommended you create a 
password when you sign up. 
If you would like to receive PEPNet as a oncea-
day digest, please choose yes after: Would you 
like to receive list mail batched in a daily digest? 
Sending mail to the PEPNet Listserv: 
Once you’ve subscribed to the PEPNet Listserv, 
you can post messages in the Listserv. 
1. Select Compose, new message, whatever you 
use on your system. 
2. In the TO: fi eld type: PEPNet@uwm.edu 
3. In the Subject: fi eld, type your topic. 
4. In the Message: space, write anything you 
would like to share with the group. Send 
message. 
To reply to a message: 
Use the reply function in your e-mail program. 
Your answer will go to the entire list. If you want 
to reply to an individual, copy the sender’s address 
and paste in a new message. 
To unsubscribe to the PEPNet Listserv: 
In your Internet browser, type in: 
http://listserv.uwm.edu/mailman/listinfo/pepnet, 
and scroll down to PEPNet subscribers. Enter 
your e-mail address and click on Unsubscribe. 
Your e-mail will be removed within 48 hours. 
If you need assistance, contact the PEPNet 
Listserv Administrator, Cassie Manuel, at 
csmanuel@uwm.edu or 414.229.3871 (t). 
(Voice users, please use Sorenson Relay by 
diaing 1.866.327.8877. Cassie’s VP number is 
414.229.3871.) 
disabilities, under Section IIII(b)(2)(C) of ESEA; 
• Address graduation rates and dropout rates, 
as well as such other factors as the state may 
determine; and 
• Are consistent, to the extent appropriate, 
with any other goals and standards for children 
established by the state. 
In addition, the state has established performance 
indicators it will use to assess progress 
toward achieving the goals described in Section 
612(a)(15)(A) of IDEA, including measurable 
annual objectives for progress by children with 
disabilities under Section 1111(b)(2)(C)(v)(II)(cc) 
of ESEA. [612(a)(15)(A) and (B) of IDEA] 
REPORTING REQUIREMENTS 
[The state] will annually report to the secretary 
and the public on the progress of the state, and 
of children with disabilities in the state, toward 
meeting the goals established under Section 
612(a)(15)(A) of IDEA, that may include elements 
of the reports required under Section 1111(h) of 
ESEA. [612(a)(15)(C) of IDEA] 
ALTERNATIVE ASSESSMENTS 
Provides for the measurement of the 
achievement of children with disabilities 
on alternate assessments against alternate 
achievement standards. 
If the state has adopted alternate academic 
achievement standards permitted under the 
regulations promulgated to carry out Section 
1111(b)(1) of ESEA, the guidelines developed 
and implemented under Section 612(a)(16)(c)(i) 
of IDEA shall provide for alternate assessments 
that … measure the achievement of children 
with disabilities against those standards. 
[612(a)(16)(C)(ii)(II) of IDEA]. 
Information in this article was taken from a 
series of papers issued by the U.S. Department 
of Education that cover a variety of topics in the 
IDEA 2004. Topics in this series include: Alignment 
With the No Child Left Behind Act; Changes 
in Initial Evaluation and Reevaluation; Children 
Enrolled by Their Parents in Private Schools; 
Discipline; Disproportionality and Overidentifi cation; 
Early Intervening Services; Highly Qualifi ed 
Teachers; Individualized Education Program (IEP) 
Team Meetings and Changes to the IEP; Individualized 
Education Program (IEP); Local Funding; 
National Instructional Materials Accessibility 
Standard (NIMAS); Part C Amendments in IDEA 
2004; Part C Option: Age 3 to Kindergarten Age; 
Procedural Safeguards: Surrogates, Notice and 
Consent; Procedural Safeguards: Mediation and 
Resolution Sessions; Procedural Safeguards: Due 
Process Hearings; Secondary Transition; State 
Funding; and Statewide and Districtwide Assessments. 
Documents are available on the OSERS 
Web site at: www.ed.gov/about/offi ces/list/osers/ 
index.html. 
IDEA and transition to life beyond high school (continued from page 3)

www.pepnet.org 
IDEA and transition to life 
beyond high school By Sharaine J. Rawlinson, MSW 
PEPNet was originally established to work with 
colleges and universities as well as communitybased 
rehabilitation centers and other postsecondary 
options for students who are deaf and 
hard of hearing. Over time, PEPNet has been given 
more responsibility to address the transitional 
needs of deaf and hard-of-hearing secondary students, 
as it has become increasingly clear that 
planning transition to life after high school must 
begin when the student is 16, at the latest. However, 
many professionals in the fi eld would argue 
that planning for transition must begin in the 8th 
grade and continue on throughout the secondary 
education period. In keeping with this theme 
then, PEPNet offers this very brief synopsis of the 
Individuals with Disabilities Education Act (IDEA) 
of 2004 and its alignment with the No Child Left 
Behind Act (NCLB), formally known as the Elementary 
and Secondary Education Act of 1965. 
The reauthorization of the Individuals with 
Disabilities Education Act (IDEA) was signed into 
law on December 3, 2004 by President George W. 
Bush. The provisions of the Act recently became 
effective July 1, 2005, with the exception of some 
provisions related to the defi nition of “highly 
qualifi ed teacher” that took effect immediately 
upon the President’s signing of IDEA. In addition 
to IDEA, educators of children with disabilities 
are also held to the standards addressed in the 
Elementary and Secondary Education Act of 1965, 
which was reauthorized on January 8, 2002 by 
President Bush under the name No Child Left 
Behind Act. 
The following are some of the changes to the 
IDEA provisions regarding secondary transition; 
there may be more changes to arise as a result of 
fi nal regulations. 
IDEA 2004: 
CHANGE OF TERMINOLOGY 
Adds the term “further education” of children 
with disabilities when describing the 
purposes of IDEA. 
The purpose of IDEA is to ensure that all 
children with disabilities have available to them 
a free appropriate public education (FAPE) that 
emphasizes special education and related services 
designed to meet their unique needs and prepare 
them for further education, employment, and independent 
living. [601(d)(1)(A)] 
CHANGE OF LANGUAGE 
Changes language from the term “transition 
services;” now refers to a “child” instead of a 
“student.” 
The defi nition of “transition services” is 
changed to refer to a “child,” rather than a “student,” 
with a disability. [602(34)] 
CHANGE OF DEFINITION 
Changes the defi nition of “transition 
services.” 
The term “transition services” means a coordinated 
set of activities for a child with a disability 
that: 
• Is designed to be within a results-oriented 
process, that is focused on improving the 
academic and functional achievement of 
the child with a disability to facilitate the 
child’s movement from school to post-school 
activities, including postsecondary education; 
vocational education; integrated employment 
(including supported employment); continuing 
and adult education; adult services; independent 
living or community participation. 
CHANGE IN INDIVIDUALIZED EDUCATION 
PROGRAM (IEP) AGE REQUIREMENT 
AND PROCESS 
Changes the secondary transition requirements 
in the IEP. 
• Beginning not later than the fi rst IEP to be in 
effect when the child is 16 and updated annually 
thereafter, the IEP must include: 
– Appropriate measurable postsecondary 
goals based upon age-appropriate transition 
assessments related to training, education, 
employment and, where appropriate, 
independent living skills; 
– The transition services (including courses 
of study) needed to assist the child in 
reaching those goals; and 
– Beginning not later than one year before 
the child reaches the age of majority under 
state law, a statement that the child has 
been informed of the child’s rights under 
IDEA, if any, that will transfer to the child 
on reaching the age of majority under Section 
615(m). [614(d)(1)(A)(VIII)] 
In order to align with the provisions in No 
Child Left Behind (NCLB), the following changes 
were made to IDEA: 
NEW DEFINITIONS 
“Core academic subjects.” The term “core academic 
subjects” is defi ned as English, reading 
or language arts; mathematics; science; foreign 
languages; civics and government; economics; 
arts; history; and geography. [9101(11) of ESEA] 
[602(4) of IDEA]. 
“Limited English profi cient.” The term “limited 
English profi cient,” when referring to an individual, 
defi nes that individual as someone: 
• Who is aged 3 through 21; 
• Who is enrolled or preparing to enroll in an 
elementary school or secondary school; 
• Either 
– who was not born in the United States or 
whose native language is a language other 
than English; 
– who is a Native American, Alaska Native, 
or a native resident of the outlying areas; 
and who comes from an environment 
where a language other than English has 
had a signifi cant impact on the individual’s 
level of English language profi ciency; or 
– who is migratory, whose native language 
is a language other than English, and who 
comes from an environment where a language 
other than English is dominant; and 
• Whose diffi culties in speaking, reading, writing, 
or understanding the English language 
may be suffi cient to deny the individual: 
– The ability to meet the state’s profi cient 
level of achievement on state assessments 
described in Section 1111(b)(3) of ESEA; 
– The ability to successfully achieve in classrooms 
where the language of instruction 
is English; or 
– The opportunity to participate fully in 
society. 
[9101(25) of ESEA] [602(18) of IDEA] 
REQUIRES NEW PERFORMANCE GOALS 
AND INDICATORS 
The state has established goals for the performance 
of children with disabilities in the state 
that: 
• Promote the purposes of IDEA as stated in 
Section 601(d); 
• Are the same as the state's defi nition of adequate 
yearly progress (AYP), including the 
state's objectives for progress by children with 
PEPNet Perspectives 3 (continued on page 2)

www.pepnet.org 
PEPNet Midwest/MCPO 
Dave Buchkoski has assumed the directorship 
of PEPNet Midwest, the Midwest Center for Postsecondary 
Outreach (MCPO), with the retirement 
of former director, Raymond Olson. Members 
of the PEPNet family may know Dave from his 
former MCPO capacity as Training Coordinator 
and Outreach Specialist. Others may know him 
as the debonair host of the PEPNet series of satellite 
teleconferences. 
Dave brings to the helm of PEPNet Midwest 31 
years of experience in postsecondary education 
serving individuals who are deaf and hard of hearing 
and expertise in vocational rehabilitation and 
vocational assessment. Above all, he brings to 
the directorship passion for the work that we do. 
We are fortunate to have him! 
Additionally, Debra Wilcox-Hsu is on leave 
from MCPO. In her absence, Patrick Duggan 
and Wendy Harbour have taken over the coordination 
of PEPNet’s e-learning transition 
project. The goal of this project is to improve 
postsecondry attrition rates across the nation 
for learners who are deaf and hard of hearing by 
implementing e-learning transition curricula for 
use by secondary teachers, secondary students, 
and fi rst-year college students who are deaf and 
hard of hearing. 
Patrick has worked in the area of deaf student 
services at Saint Paul College – A Community & 
Technical College since 1970. During his tenure 
at the College, he has held the positions of major 
program counselor, fi nancial aid offi cer, student 
assessent coordinator, chief examiner for the 
GED, Carl Perkins coordinator, and disability coordinator. 
He recently wrapped up 10 years as 
the Consortium Counselor/Coordinator for Deaf 
Students in the Minnesota State College & University 
system. 
Wendy comes to us from Boston where she is a 
doctoral student at Harvard University, studying 
deafness and disability in educational settings, as 
well as applications of universal design for learning 
principles. She was a deaf student representative 
on the original MCPO task force and has 
been active in MCPO and PEPNet since its inception, 
most recently serving on the FIPSE Transition 
E-Learning advisory board. 
We are excited to have them on board and eagerly 
await the release of the fi nal modules of the 
e-learning project! 
Read more about changes in PEPNet Midwest at 
www.mcpo.org/news.asp 
Below are a few new products from MCPO and 
links to where they can be found for free: 
2005 Survey of Postsecondary Interpreter 
Services: Salary and Program Demographics 
http://www.mcpo.org/interp_survey.asp 
Results of a detailed, online survey of salary and 
demographics of interpreter services and programs 
at more than 130 institutions. The data 
can serve as a guide and may be particularly helpful 
in analyzing programs and services among 
similar institutions. Available online are the data 
and contact information from the various participating 
campuses. 
Gates to Adventure 
First Year College Success: Be the One! 
http://www.pepnet.org/train.asp 
Watch for the March 2006 launching of Gates to 
Adventure, First Year College Success: Be the One! 
This second installment of the series is an interactive 
Web-based course for students who are deaf 
and hard of hearing. The course orients students 
to the environment they will encounter as they 
begin their fi rst year of postsecondary education 
in a college setting. The lesson seeks to develop 
awareness of many aspects of independent life 
within the academic college community and 
teaches advocacy and accommodation procurement 
skills toward the goal of improving student 
persistence in college. 
Updated ADA Guide Book 
Americans with Disabilities Act: Responsibilities 
for Postsecondary Institutions Serving 
Deaf and Hard of Hearing Students 
www.mcpo.org/products.asp 
MCPO has updated its guidebook on the ADA 
entitled, Americans with Disabilities Act: Responsibilities 
for Postsecondary Institutions Serving Deaf 
and Hard of Hearing Students, second edition. This 
is a desktop resource that was created for educators 
and administrators working in postsecondary 
institutions. 
4 PEPNet Perspectives 
PEPNet Midwest: 
Midwest Center for 
Postsecondary Outreach 
Saint Paul College–A 
Community & Technical College 
235 Marshall 
St. Paul, MN 55102 
651.846.1337 (v) 
651.846.1537 (t) 
651.221.1339 (fax) 
email: sue@mcpo.org 
www.mcpo.org 
Iowa 
Illinois 
Indiana 
Kansas 
Minnesota 
Michigan 
Missouri 
Nebraska 
North Dakota 
Ohio 
South Dakota 
Wisconsin 
Midwest Center for 
Postsecondary 
Outreach

www.pepnet.org 
PEPNet Northeast bids a fond farewell to 
Sherlea Dony, Upstate New York NETAC Site 
Coordinator/Central Offi ce Project Associate, 
who retired from the Rochester Institute of 
Technology after 30+ years of service on February 
17. She followed a career path that included 
tenure as a professional, certifi ed interpreter and 
was among the very fi rst NETAC Central Offi ce 
team when the project was fi rst funded in 1996. 
Sherlea will be greatly missed for her unique wit, 
style, and commitment to our fi eld! 
CONGRATULATIONS are in order for the 
Maryland site for NETAC which was recognized 
by the Nation’s Capitol Area Disability Support 
Services Coalition, a regional affi liate of the 
Association on Higher Education and Disability 
(AHEAD), for “Outstanding Commitment 
and Contribution by an Organization that 
Supports Students with Disabilities.” Send 
kudos to Florence Cooney, Maryland NETAC 
Site Coordinator, at fcooney@ccbcmd.edu, 
410.455.4369 (v), 410.455.4553 (t). 
The University College at University of Maine 
– Augusta is offering the fi rst statewide 
captioned interactive television course in Maine. 
A Psychology course, which began January 19 
over the ITV network in captioned format, is 
the fi rst statewide interactive television course 
utilizing captioning to extend access not just to 
students who are deaf and hard of hearing or who 
have learning disabilities, but to any student who 
might benefi t from additional text information. 
University College is providing captioning of the 
course, which is seen by all students viewing 
the course, through a grant from the Maine 
site for NETAC. If successful, the university 
may extend captioning to additional general 
education courses after students are surveyed 
to determine if the captioning has had any 
effect on their learning experience. For more 
information, contact Barbara Keefe, Maine NETAC 
Site Coordinator at Barbara.Keefe@gbsd.org, 
207.781.6209 (v/t). 
Plans are underway for the third annual 
Accommodations Fair to be sponsored by the 
Massachusetts site for NETAC. The Spring 
2006 event is structured to provide an 
opportunity to increase awareness regarding 
classroom accommodations. Booths are 
staffed by individuals who are credentialed/ 
knowledgeable in an array of accommodations 
and will have information about their service, 
how the service is credentialed (certifi cations, 
screenings, etc.) and what to do/where to go if 
you are interested in learning how to provide 
the service (workshops, programs, academic 
institutions). 
New Hampshire and Vermont NETAC are 
co-sponsoring a career day activity for deaf 
and hard-of-hearing high school students 
called, “You’re Hired! You’re Accepted: Planning 
for Life After High School.” The event will be 
held at Northeast Deaf and Hard of Hearing 
Services in Concord, NH, February 15. For 
more details, contact either Cate Weir, NH 
NETAC Site Coordinator, cweir@atech.mv.com, 
603.228.2084 (v/t), or Janet Dickinson, VT 
NETAC Site Coordinator, janet_ed@yahoo.com, 
802.258.9521 (v/t). 
Plans are underway for a transition conference to 
be held March 2006 in Western Pennsylvania. 
For more information contact Lori Hutchison, 
PA NETAC Site Coordinator. lhutchison@state. 
pa.us, 814.255.8275 (v/t). 
The Vermont NETAC/Vermont Center for the 
Deaf and Hard of Hearing was successful in 
preparing and receiving a $10,000 grant from the 
Vermont Community Foundation for an Intensive 
Case Management Pilot Project for Deaf and Hard 
of Hearing Individuals. For more information 
regarding this initiative, contact the VT NETAC 
Site Coordinator. 
PEPNet Northeast/NETAC 
PEPNet Perspectives 5 
PEPNet Northeast: 
Northeast Technical 
Assistance Center 
52 Lomb Memorial Drive 
Rochester, NY 14623-5604 
585.475.6433 (v/t) 
585.475.7660 (fax) 
email: netac@rit.edu 
www.pepnetnortheast.rit.edu 
Connecticut 
Delaware 
District of Columbia 
Maine 
Maryland 
Massachusetts 
New Hampshire 
New Jersey 
New York 
Pennsylvania 
Puerto Rico 
Rhode Island 
Vermont 
U.S. Virgin Islands 
PEPNet Northeast News: Progress… Congratulations…and Farewell!

www.pepnet.org 
6 PEPNet Perspectives 
PEPNet South/PEC 
At the PEPNet South, PEC Central Offi ce, Don 
Ashmore retired after serving as Director of the 
Postsecondary Education Consortium (PEC) since 
1999. When Don retired, he was also the Director 
of the Center on Deafness and the principal 
investigator for several other projects related to 
deafness, education, interpreting, and rehabilitation. 
Also, as one of the PEPNet regional center 
directors, he strived to improve access in higher 
education for students who are deaf and hard of 
hearing. Thank you, Don, for all of your contributions 
over the years. We will miss you, and we 
wish you a relaxing, enjoyable retirement. 
PEPNet South extends sincere and hearty congratulations 
to Marcia Kolvitz as she assumes 
the PEC Directorship of outreach activities in the 
Southern region. She has served capably as the 
Associate Director, and we all look forward to her 
creative and innovative leadership. 
PEPNet South welcomes Andy Firth to the 
Arkansas State Outreach and Technical Assistance 
Center (SOTAC) as outreach specialist. 
Andy was an attorney with the FCC in Washington, 
D.C. prior to joining the PEC. His contact 
info is: alfi rth@ualr.edu, 501.569.8361(t). 
PEPNet South also welcomes Clemson University 
as the new site for the PEC South Carolina 
SOTAC under the guidance of Alton Brant and 
Billie Jordan. Their contact information is as 
follows: 
Dr. Alton Brant, alton@clemson.edu 
864.656.3048 
Ms. Billie Jordan, billiej@clemson.edu 
864.656.1348 
Also recently retired is Carol Kelley after serving 
many years as the PEC coordinator for the state 
of Mississippi. We certainly wish her much 
happiness as she makes this transition. Jamy 
Dickson will be assuming many of Carol’s duties 
and can be reached at jedickson@hindscc.edu. 
And we would like to offer a big PEPNet welcome 
to Jim Booth as he takes up the challenge of 
Outreach Specialist for Mississippi. He can be 
contacted at jwbooth@hindscc.edu. 
These new products are available free and 
are online at http://sunsite.utk.edu/cod/pec/ 
products.html 
Living on Campus 
This brochure was developed for campus staff 
working in residence halls with students who 
are deaf and hard of hearing. It offers tips to facilitate 
communication and enhance interactions 
among students. 
Evaluation and Satisfaction Forms Templates 
An addition to the Handbook templates, these 
evaluation and satisfaction forms provide a 
feedback method to determine the quality of 
services being provided to students who are deaf 
and hard of hearing. Forms include evaluations 
of tutors, speech-to-text providers, interpreters, 
and overall service provision from a central 
department. Add your own contact information 
and the form is ready to use. Templates are 
downloadable in Microsoft Word format and 
include: 
• Faculty Evaluation of Interpreter 
• Student Evaluation of Interpreter 
• Interpreter Observation 
• Faculty Evaluation of Services 
• Speech-to-text Provider Evaluation 
• Student Evaluation of Tutor 
MAGpie Training Kit 
This kit is designed to provide the tools necessary 
to conduct a training or workshop on 
adding captions to multimedia using MAGpie 
2. It should be noted that this kit assumes the 
workshop leader already knows how to use 
MAGpie for captioning and wants to train others 
in its use. 
The PEPNet South (PEC) 
Central Offi ce has moved 
to new quarters. If you wish 
to contact the staff, the new 
location is: 
Postsecondary Education 
Consortium 
The University of Tennessee 
A 239 Claxton Complex 
Knoxville, TN 37996-3442 
865.974.0607 (v/t) 
865.974.3522 (fax) 
email: pec@utk.edu 
Alabama 
Arkansas 
Georgia 
Florida 
Kentucky 
Louisiana 
Mississippi 
North Carolina 
Oklahoma 
South Carolina 
Tennessee 
Texas 
Virginia 
West Virginia 
New People, New Locations, New Products 
Postsecondary 
Education 
Consortium

www.pepnet.org 
The PEPNet Resource Center (PRC) has 
undergone some big changes. If you have not 
yet seen our newest product catalogue or our 
updated Web site, take some time to visit http:// 
prc.csun.edu/. Look for the picture of Tony, 
our dedicated (and busy) Resource Specialist. 
The new site enables visitors to order products 
online. Streamlining the dissemination, automatic 
statistic compiling, and time savers like electronic 
evaluations means that we have seen an increase 
in the number of products being ordered and 
shipped. 
WROCC has released two new products in the 
past six months. 
The DVD “Making Career Dreams Come True 
Through Resource Leveraging” tells the true story 
of a young Deaf woman who grew up in Russia 
and the United States. After graduating from 
high school, she sets out to achieve her career 
goal of working in a spa or beauty salon, and she 
works with a diverse set of partners (including 
Vocational Rehabilitation, a WIA funded onestop 
center, and others) to actualize her training 
and job placement goals. This is a collaborative 
product of the WROCC Outreach Site at Western 
Oregon University and Oregon Health Sciences 
University (product code #1186). 
“Signs of Survival: Health and Public Safety” 
is a CD-ROM geared for professionals in the 
fi elds of health and public safety and presents 
video clips of professionals interacting with deaf 
and hard-of-hearing students. The software 
includes printable tip sheets and a sign language 
dictionary of important health and safety 
vocabulary (product code #1181). 
Kristin Amey, Project Coordinator at California 
State University, Northridge, has returned to her 
former position as an Academic Advisor to deaf 
and hard-of-hearing students at the National 
Center on Deafness. Her last day with WROCC 
was January 13. NCOD is fortunate to have her, 
and we are glad that she is continuing her service 
as a role model for students. Congratulations, 
Kristin, we will miss you! 
In the Western region we have seen a dramatic 
increase in the use of remote interpreting and 
captioning services at colleges, universities, 
and VR offi ces. This non-traditional method of 
service delivery is helping to meet the needs of 
rural institutions and institutions with a low 
number of deaf and hard-of-hearing students, as 
well as to help satisfy the demand for services 
in the era of video relay. If you are interested in 
knowing more about these institutions or getting 
in contact with them directly to learn about their 
experiences, please contact Mary Morrison, mary. 
morrison@mso.umt.edu. 
This past November, Cheryl Davis, Director, 
Regional Resource Center on Deafness, Western 
Oregon University, participated in a task force to 
identify and clarify the special needs and issues 
of students in postsecondary settings who are 
hard of hearing. Co-sponsored by PEPNet and 
RT-31, the group of 16 professionals from across 
the country is charged with developing a book 
on the topic directed at transition specialists, 
VR personnel, and disability services providers. 
Topics will include the hard-of-hearing identity, 
cochlear implants, assistive technology, and best 
practices. 
PEPNet West/WROCC 
PEPNet Perspectives 7 
PEPNet West: 
Western Region Outreach 
Center & Consortia 
National Center on Deafness 
California State University, 
Northridge 
18111 Nordhoff Street 
Northridge, CA 91330-8267 
888.684.4695 (v/t) toll free 
818.677.2099 (v/t) 
818.677.6270 fax 
email: wrocc@csun.edu 
http://wrocc.csun.edu/ 
Alaska 
American Samoa 
Arizona 
California 
Colorado 
Guam 
Hawaii 
Idaho 
Montana 
Nevada 
New Mexico 
Northern Marianas Islands 
Oregon 
Utah 
Washington 
Wyoming 
PEPNet Resource Center 
National Center on Deafness 
California State University, 
Northridge 
18111 Nordhoff Street 
Room 234 
Northridge, CA 91330-8267 
818.677.2665 (t) 
818.677.2145 (v) 
818.677.7693 (fax) 
888.684.4695 (toll free) 
email: prc@csun.edu 
http://prc.csun.edu

www.pepnet.org 
Many of us lead busy lives, and Shannon Aylesworth 
is no exception. She’s a Speech-to-Text 
Service Specialist at the University of Wisconsin-
Milwaukee (UWM), a full-time weekend 
student at Alverno College, a wife, a stepmom, 
and a woman committed to her church. And 
somewhere on that list she must fi nd the time to 
sleep! 
Shannon has been a member of the Midwest 
Center for Postsecondary Outreach (MCPO) for 
fi ve years and loves her work. She’s affi liated with 
the Student Accessibility Center and Deaf/Hard 
of Hearing Program at UWM. Shannon feels that 
both the MCPO and PEPNet professionals are 
dedicated individuals “who work well together 
and have fun doing the work.” It’s obvious that 
she enjoyed the networking and camaraderie 
which the PEPNet conferences provide! 
Family, friends, and church play pivotal roles 
in her life. Shannon teaches Sunday school and 
serves on the Fellowship Committee, a group of 
“party people,” she explains. She also fi nds time 
to be involved in the United Way Day of Caring 
and donates blood at the Blood Center of Southeastern 
Wisconsin. And she even fi nds time occasionally 
to crochet and quilt or make personal 
notes and cards. 
Rumor has it, however, that Shannon does 
relax, either by sitting in her chair massager 
under a blanket and with her eyes closed or by 
sitting on her couch gazing out the window and 
appreciating nature. Hopefully when she fi nishes 
school, she’ll be able to do these meditations 
more often! 
MCPO’s Shannon 
Aylesworth 
At work, Cate can be found coordinating services 
for students with hearing or vision loss who 
attend New Hampshire public schools, as coordinator 
of the New Hampshire Vision/Hearing Network. 
You may fi nd her advising a college that is 
serving students with hearing loss as the NETAC 
Site Coordinator for New Hampshire. Through her 
work with the New England ADA and Accessible 
IT Center, she also may be assisting colleges to 
make their Web sites more accessible. 
But the work day ends, and what does Cate 
do then? Often she is donning black clothes to 
skulk about backstage at local community theaters, 
because after hours, Cate is a stage manager! 
For almost 15 years now, she has been fi lling 
her off hours making sure actors make their entrances, 
that sound equipment works, that lights 
go up and down on cue, and that sets move the 
way they are supposed to. Most recently, Cate 
stage managed a summer 2005 production of 
Grease–actually her second time around with 
that classic show. She also has managed productions 
of The Odd Couple, Play It Again Sam, 
Chapter Two, Godspell, The Mousetrap, Agnes 
of God, Annie, The Sound of Music, and more. 
This spring, her world will again fi ll up with the 
orphans, rich men, and dogs that populate the 
production of Annie, as she has signed up to 
manage the May 2006 production. 
In addition to theater, she loves to prepare 
gourmet meals for her friends and family, take 
photographs of cities she visits, and dabble in 
jewelry making. Cate is also the mother of three 
(almost) grown up children: Jonathan, who is 
21 and studying fi lm at Savannah College of 
Art and Design, Nathaniel, who is a senior in 
high school, and Angela, who is a junior. Oh 
yes, Cate also has an impossibly prissy white 
dog named Tucker, and a very nice husband 
named Jeff. 
NETAC’s Cate Weir 
Shannon and husband Brad 
Cate Weir (R) with Florence 
Cooney (L) and Barbara Keefe 
Getting to know you ... 
8 PEPNet Perspectives

www.pepnet.org 
It’s true, in the best sense, that Jennie Bourgeois 
has been around awhile. Her affi liation with 
the Postsecondary Education Consortium (PEC) 
began in July 1998 as the Louisiana State Outreach 
& Technical Assistance Center (SOTAC) 
Coordinator, a hat she still wears. Jennie’s affi liation 
with PEPNet keeps her in touch with the 
“best of the best” and maintains her passion and 
enthusiasm for her work at a high level. 
Jennie also wears two other hats. She coordinates 
deaf and hard-of-hearing services at Louisiana 
State University (LSU), where she shares 
information with incoming students and their 
parents about services they may have never experienced, 
such as C-Print®. She fi nds this part of 
her job to be very rewarding. 
And lastly, she coordinates Louisiana’s Captioned 
Media Program (CMP). Jennie loves sharing 
CMP’s remarkable resources, like the printed 
catalog of available open-captioned media available 
without cost. 
Is there life outside of work for Jennie? 
Indeed there is. Family includes husband Kirby, 
son Jeremy, and three dogs, Annabelle, Bogie, 
and Sasha. Even though Jennie and Kirby both 
work full time, Jennie homeschools Jeremy (12). 
The homeschooling experience “has been a remarkable 
journey for our son,” she explains, 
and “quite rewarding and benefi cial for us as a 
family.” 
Not one to be idle, in her spare time Jennie 
enjoys scrapbooking, knitting, crocheting, and 
reading. She also teaches sign language through 
LSU’s Leisure Courses, where she enjoys watching 
people “experience” ASL for the fi rst time. 
Future plans include attending graduate 
school and assisting others at LSU and in Louisiana 
to provide quality services for individuals 
who are deaf and hard of hearing. 
PEC’s Jennie Bourgeois 
WROCC’s Tony Ivankovic 
As a California commuter, Anthony “Tony” 
Ivankovic travels 24 miles one way from Valencia 
to Northridge. By day he’s the PEPNet Resource 
Center Specialist at the Western Region Outreach 
Center & Consortia (WROCC). Tony enjoys 
working with people, so his interaction with customers 
comes naturally. He also enjoys organizing 
and shipping materials and making WROCC 
a popular place for people to seek assistance, 
research, and advice. 
Southern California is a very different climate 
from Kitchener, Ontario, Canada, where Tony 
grew up. He misses the weekly hockey games 
he used to attend. (Hockey isn’t that popular in 
California.) When he was younger, he wouldn’t 
miss a game and wishes for the good old days 
when he was a regular spectator. 
Tony met his wife Patty at Gallaudet where he 
was a Film and Photography major. Now, nearly 
20 years later, they can be seen at softball, baseball, 
volleyball, or basketball games, cheering on 
their three very active children, Joelyn (14), Jacquelyn 
(11), and Jonathan (8). Tony’s family is his 
pride and joy. 
On those rare occasions when he has time for 
himself, he exercises at the Spectrum Club, but 
he also enjoys time out at home with the couch 
and remote control all to himself. 
PEPNet Perspectives 9 
Jennie Bourgeois 
Tony (L), Muriel Freedman, 
Jed Gallimore 
Getting to know you ...

www.pepnet.org 
¦ Person 3 – Decisions regarding 
the provision of assistive listening 
devices (ALDs) mirror the kinds of 
decisions disability support (DS) 
professionals struggle with in providing 
other kinds of assistive technology. 
In both cases the goal for 
the student is access. Similarly, in 
both cases some of the responsibility 
falls to the student and some to 
the institution. Students have historically 
been required to use the 
computer assistive technology that 
the school supplies. If the student 
is not versed in a particular software 
program, the institution generally 
takes responsibility to teach 
or train the student. In response, 
many institutions update and add 
to their software choices as students 
request new and updated 
technology. It seems the same idea 
could apply to ALDs. 
Historically, DS offi ces have 
purchased FM systems that are 
the most versatile to the majority 
of users, both those with and 
without hearing aids. As a result, 
offi ces often purchase a variety of 
“coupling” devices for students to 
use with the FM system. These devices 
include headphones, earbuds, 
neck loops, and silhouettes. With 
the advent of cochlear implants 
came the need for different and 
sometimes very specifi c coupling 
devices. Now some hearing aids 
have their own “boots” that are 
needed in order to “couple” to FM 
or assistive listening systems. 
As in all our choices around 
accommodations, DS offi ces need 
to fi nd a balance. We need to recognize 
that assistive hearing technology 
is changing (programmable 
hearing aids, digital hearing aids, 
cochlear implants, etc.) and fi nd a 
way to make our ALDs as accessible 
as possible to the students 
who want to use them. This might 
mean purchasing a larger variety 
of boots, coupling devices, wires, 
etc. It might also mean having 
more than one kind of portable FM 
system available to use, just as 
we often give students with vision 
loss or learning disabilities more 
than one choice of computer software 
programs to use. 
At the same time students 
need to be held accountable and 
responsible for their own personal 
equipment and making it work in 
a variety of settings. Let students 
know that your offi ce has a variety 
of options, but if the student is 
requesting a very specifi c coupling 
device or an ALD that is designed 
to be compatible with only one 
brand of hearing aid or cochlear 
implant, the student should plan 
on purchasing that device. Ultimately 
it’s a partnership to make 
accommodations work. The negotiation 
includes how broadly usable 
any one device is for the majority 
of students with hearing loss and 
who will take responsibility for 
which piece. 
Accommodations 
¦ Person 1 – I started to answer 
this question many times and 
each time I came back to the 
scenario of a student sitting in 
my offi ce refusing the assistive 
listening device (ALD) offered by 
the institution and requesting an 
assistive listening device that was 
so specifi c that only this student 
would benefi t from the device. 
Each time my gut reaction was 
to answer this request with no 
because I could not see that this 
was the best benefi t for the student, 
given all other factors were 
equal. That is not to say that each 
situation should not be considered 
on a case-by-case basis. 
The institution is responsible 
for providing program access. I 
believe the institution should also 
wisely invest in equipment that 
would provide this access in a 
broad manner. If the institution 
purchases the equipment, then 
the equipment belongs to the 
institution and will remain with 
the institution once the student 
moves on due to transfer, graduation, 
or whatever. Working for a 
community college, most of the 
students I see transfer into the 
workforce, with a few transferring 
to a university. If this student does 
need this specifi c assistive listening 
device to have program access, 
then, in my opinion, this student 
will also need the specifi c assistive 
listening device in their workplace 
or university setting. If the student 
owns this equipment, he or 
she will be able to keep it when 
he or she leaves the institution. 
I believe the institution should 
provide to the student a referral to 
service provision agencies where 
the student could receive assistance 
in obtaining such specifi c 
assistive listening devices. 
Now, the institution is responsible 
for providing program 
access and would need to be 
able to provide assistive listening 
devices when shown to be a reasonable 
accommodation. I believe 
the institution should also maintain 
this equipment and keep the 
equipment up to date. If the institution-
owned assistive listening 
device works with the student’s 
hearing aids and provides program 
access within the college/university 
setting, then, in my opinion, 
the institution is not responsible 
for purchasing additional ALDs. 
¦ Person 2 – Our community 
college is one of those institutions 
that has several ALDs that 
we lend to students. We have 
ordered headsets with microphones 
when a student said that 
the friction of the clip-on microphone 
on clothing distracted her 
concentration. 
I have not, will not, purchase 
an ALD specifi c to a student’s 
need or hearing aid. That is clearly 
a personal use device and is the 
responsibility of the student and 
probably VR. When a device is 
purchased for the exclusive use 
of one individual and cannot be 
used by others, it is a personal 
device. Purchasing a piece that 
can be used by others is a reasonable 
accommodation. 
Question: Where is the line between what the college must provide for accessibility and what would be 
considered “personal” equipment that the student would be responsible for? 
10 PEPNet Perspectives

www.pepnet.org 
Recently, I have been working with several 
institutions that are struggling with complaints/ 
demands from deaf students regarding the nature 
and quality of services they are receiving. There 
seem to be some common themes among these 
complaints: 
1) Complaints about the quality of interpreter 
services provided 
In several cases, students have demanded 
that only certifi ed sign language interpreters be 
assigned to interpret for them. While I know that 
some states have passed their own statutes to 
that effect (which, in many instances, has created 
tremendous problems because of the shortage 
of certifi ed interpreters in some geographic locations), 
it is important to note that federal law 
does NOT require that the interpreters be certi- 
fi ed. 
Section 504/ADA requires that “qualifi ed” 
interpreters be available to assure full communication 
access. The question then becomes one 
of assessing whether the interpreter is qualifi ed 
for the task at hand. This is a diffi cult judgment 
in many instances (especially when the disability 
services person is NOT a specialist in this area 
and thus has limited personal ability to assess 
competency). The issue needs to be addressed, 
but it must be addressed in the context of the 
specifi c skills and abilities of the interpreter and 
the nature of the course, NOT in the context of 
some sterile assessment of past training or formal 
recognitions. In fact, in one instance the deaf student 
complained much more bitterly about the 
two certifi ed interpreters he was working with 
than the one non-certifi ed, qualifi ed interpreter 
working with him in another class. 
The real question is not about the skills of the 
interpreter, but of the adequacy of the information 
being conveyed. It is important to remember 
that the goal of federal laws is not to provide 
service(s), but to provide protection from discrimination 
(in this case, full and equal access to 
information). 
2) Attempts to co-opt/corrupt the role of the 
interpreter 
It appears there are still deaf students who 
see the provision of an interpreter in an educational 
setting as something more than a communication 
aid. Rather, they want the interpreter to 
be providing a level of educational support that 
goes signifi cantly beyond the limited role that we 
typically assign to interpreters. 
One student wanted the interpreter to read 
the textbook for her and interpret it (that is, put 
it into language she could understand). Another 
made repeated references to dissatisfaction with 
interpreters who would not “work with her” in 
classes. When pressed, the student said that all 
the interpreter was doing was signing what the 
instructor and others in the class said but was 
not expanding on spoken communications. Still 
another wanted the interpreter to both interpret 
the questions on an examination and also to 
scribe (translating from sign back to clear written 
English) on the tests. This last example is 
something that some institutions choose to do 
for some students in some circumstances, but it 
appears to go well beyond the assigned role of 
facilitating face-to-face communications. 
It may be that these misunderstandings arise 
from the role played by educational interpreters in 
the K-12 setting, when it often is deemed appropriate 
for the interpreter to extend his/her functioning 
beyond strict interpretation. However, 
such mismatch in expectations can create signifi - 
cant tensions between students, disability service 
providers, and the interpreters themselves. 
3) Complaints about the lack of institutional 
focus on deaf services 
Several examples have surfaced recently of 
students who are distressed because they believe 
there is not enough attention paid to their needs, 
as deaf students, within the institutional environment. 
In one case, this concern manifested 
as a demand by the student that the institution 
hire a full-time interpreter to be available when 
she needed it, any time she needed it. (The student 
was only in class for 10.5 hours per week.) 
In another instance, the student maintained that 
the institution had failed in its responsibility to 
train the disability service provider to be more 
sensitive to issues of deafness. Yet another student 
suggested that having a full-time coordinator 
for learning disabled students, when there 
was no comparable staff assignment to cover 
the needs of the (two) deaf students on campus, 
was discriminatory. In each case, the focus of the 
deaf individual seems to be, once again, on the 
services rendered, rather than on the adequacy of 
the communication access provided. 
It seems appropriate, then, to reiterate one 
of the basic tenets of Section 504/ADA. Both are 
considered civil rights statutes. They were both 
meant to provide equal access. The many pages 
of federal regulations that support the implementation 
of the federal laws focus on obligations 
for fulfi lling this mandate for access/opportunity, 
NOT on how these obligations are to be fulfi lled. 
It is important for both service providers and 
consumers to keep the focus on nondiscrimination 
and equal opportunity. Whether or not 
access is to be provided is never a concern. It 
must be. How that access is provided is open to 
negotiation! 
Access, not service, is 
protected by law by Jane Jarrow 
PEPNet Perspectives 11 
Jane Jarrow, Ph.D., is president of Disability Access 
Information and Support (DAIS). An expert in disability 
services, she has been providing technical assistance and 
training to service providers on access and support services 
for persons with disabilities in higher education and has 
co-authored or authored numerous books and articles in 
the fi eld of disabilities in higher education over the past 
21 years. 

www.pepnet.org 
PEPNet will host its 5th biennial conference 
in Louisville, Kentucky, April 5-8, 2006 at 
the Hyatt Louisville. Information about the 
conference and registration is now available on 
the PEPNet Web site. The conference theme, 
Roots & Wings, emphasizes the strong history 
conference participants have in providing services 
to students who are deaf and hard of hearing and 
also their creativity in developing new strategies 
and resources to address the needs of a changing 
population of students. 
PEPNet strives to address issues and concerns 
expressed by direct-service personnel through 
informative concurrent sessions designed to 
promote new strategies in service delivery. Don’t 
miss this opportunity for further professional 
development as well as networking with peers 
who provide similar services. A limited number 
of stipends are available to cover a portion of the 
costs associated with the conference. For more 
information, please visit the PEPNet Web site at 
www.pepnet.org. 
April 2006 PEPNet 
conference fast approaching! 
R . I . T 
Rochester Institute of Technology 
National Technical Institute for the Deaf 
Northeast Technical Assistance Center 
52 Lomb Memorial Drive 
Rochester, NY 14623-5604 
Change Service Requested 
FIRST CLASS 
U.S. Postage 
PAID 
Permit 626 
Rochester, NY 
 is publication was developed under a grant from the U.S. Department of Education, Offi ce of Special Education and Rehabilitative 
Services (OSERS) and produced through a cooperative agreement between RIT and OSERS (H324A010002-05).  e contents 
herein do not necessarily represent the Department of Education’s policy nor endorsement by the Federal Government. 12 PEPNet Perspectives 
PEPNet Perspectives 
is produced at PEPNet 
Northeast, the Northeast 
Technical Assistance Center. 
All articles are subject to 
editing. Comments and 
suggestions are always 
welcome at netac@rit.edu.

1 ADA: Responsibilities for Postsecondary 
Institutions Serving Deaf and Hard of Hearing 
Students (MCPO) – video #1001 
Q & A Book on line at: www.mcpo.org/pdf/second_ 
edition.pdf 
Video of May 8, 1997 satellite telecast on the 
Americans with Disabilities Act, featuring Jeanne 
M. Kincaid, Esq. The Question and Answer book 
is a desktop resource that was created from this 
teleclass for educators and administrators working 
in postsecondary institutions. 
2 Communication Accommodations for 
Postsecondary Students who are Deaf or Hard of 
Hearing (MCPO) 
This site provides information about 
accommodations frequently used by students 
who are deaf or hard of hearing in postsecondary 
settings. This site is the result of a collaborative 
effort between Dr. Greg Long at Northern 
Illinois University and the Midwest Center for 
Postsecondary Outreach. Go to: www.mcpo.org/ 
greg/ 
3. DSS Handbook and Evaluation Templates (PEC) 
– handbooks #1144 evaluations at http://sunsite. 
utk.edu/cod/pec/products.html#e 
These downloadable files in MS Word contain 
separate handbook templates for students, parents, 
faculty, captionists, interpreters, and notetakers. 
These templates may be adapted for use at any 
postsecondary institution. 
4. Diverse Students, Diverse Stories: Perspectives on 
Postsecondary Access Issues from Students Who 
are Deaf and Hard of Hearing (WROCC) - #1064 
video/#1083 handbook 
A handbook of responses from students who are 
deaf and hard of hearing to questions faxed in during 
the September 1999 telecast, Deaf college students 
from around the U.S. respond to issues regarding 
mainstreamed postsecondary education. 
5. NETAC Tipsheets (NETAC) - #1195 for all 34 
The NETAC Tipsheets serve as a quick reference 
source for anyone who works with or supports 
people who are deaf and hard of hearing. 34 topics 
are downloadable at www.pepnetnortheast.rit.edu/publication/ 
tipsheet 
Top 10 PEPNet Resources for Disability Services Directors 
6. On-Line Notetaker Training (NETAC) 
On-line training of student notetakers is now 
available - comprehensive, interactive and free! Three 
modules take about 90 minutes to complete. Go to: 
netac.rit.edu/onlinenotetakertraining.html 
7. The PEPNET Listserv (MCPO) 
The listserv was created as a forum for individuals 
involved in postsecondary education to ask 
questions and share their experiences in providing 
services for students who are deaf and hard of 
hearing. For information on joining, go to www. 
pepnet.org/list.asp 
8. Six Habits of Highly Successful Disability Support 
Service Coordinators (PEC) - #1200 
This timely information will give six important 
tips for Service Providers and DSS Coordinators in 
working with faculty and staff who may be new to 
teaching students who are deaf and hard of hearing. 
Included are templates for consent forms, request 
letters, and informational forms that may be used to 
alert and inform instructors of services being used in 
the classroom. Also available online: http://sunsite. 
utk.edu/cod/pec/products.html 
9. 2005 Survey of Postsecondary Interpreter 
Services: Salary and Program Demographics 
(MCPO) - #1207 
A survey of 132 postsecondary institutions 
regarding interpreters salary, benefits, working 
conditions, numbers of staff, deaf/hard of hearing 
students, program size, and policies. 
10. Signs of Survival: Health and Public Safety 
(WROCC) - #1181 
This multimedia CD-ROM is geared toward 
professionals in the fields of health and public safety 
on how to communicate with deaf and hard-ofhearing 
students. Users will view a variety of video 
clips that show health and public safety staff using 
“survival signs” while interacting with deaf and 
hard-of-hearing students. Other features include 
printable tip sheets and a sign language dictionary 
of important health and safety terms. 
www.pepnet.org

1. Academic Advising: Working with Hard-of- 
Hearing and Deaf Students (WROCC) - #1079 
Academic advisors can set the tone for students’ 
entire educational experiences. If the student is deaf 
or hard of hearing, the academic advisor may not 
be aware of the educational implications for the 
individual. The purpose of this module is to provide 
academic advisors with basic information about 
communicating with individuals with a hearing loss 
as well as the academic advising issues that may be 
encountered. PowerPoint presentation with speaker 
notes. 
2. Believing…Achieving / Creer...Conseguir (PEC) 
- # 1187 
Highlights the hopes, dreams, and successes of 
selected students around the nation who are deaf 
and hard of hearing. This publication is an excellent 
resource for students, parents, educators, and 
professionals who work with individuals who are 
deaf and hard of hearing. Contains interviews and 
biographical information in English and Spanish. 
3. Deafness 101 (PEC) - # 1056 
A basic introduction on deafness and deaf issues for 
novices. Now available online at http://sunsite.utk. 
edu/cod/pec/products.htm 
4. Focus on Faculty and Effective Pedagogy (WROCC) 
- video #1018 – book #1020 
A compilation of questions and answers based on 
the WROCC September 1998 teleclass, “Focus on 
Faculty.” Panelists from the live satellite program and 
others in the field respond to issues such as: college 
readiness, classroom inclusion, English, reading, 
writing, mathematics, testing, assessment, and 
students who are hard of hearing. 
5. Guide to Working with Deaf and Hard of Hearing 
Students (WROCC) - #1185 
A pocket-sized handbook for professors, high 
school teachers, and vocational teachers new to 
interacting with deaf and hard-of-hearing students. 
Topics include a general understanding of deafness, 
classroom accommodations, and communication 
tips. 
Top 10 PEPNet Resources for Faculty 
6. Make a Difference: 
Tips for Teaching Students who are Deaf or Hard of 
Hearing (PEC) - #1151 
This CD-ROM is for use with faculty teaching deaf 
and hard-of-hearing students in a classroom/training 
environment. The CD offers a wealth of tips and 
guidelines that will improve interactions with 
students. 
7. NETAC Tipsheets (NETAC) - #1195 for all 34 
The NETAC Tipsheets serve as a quick reference 
source for anyone who works with or supports 
people who are deaf or hard of hearing. 34 topics are 
downloadable from www.pepnetnortheast.rit.edu/publication/ 
tipsheet 
8. Nuts and Bolts Guide: College Success for Deaf 
and Hard of Hearing Students (PEC) - # 1098 
A guide on how to succeed in college for deaf and 
hard-of-hearing students. 
9. On-Line Orientation to Serving College Students 
who are Deaf or Hard of Hearing (MCPO) 
The instructional goal of the project is to provide 
a basic understanding of hearing loss and its 
implications for communication and learning in a 
secondary or postsecondary setting. The training is 
offered at no charge, and individuals who complete 
the training in one sitting may download and 
print an official certificate of completion issued 
by PEPNet. Available at www.pepnet.org/train. 
asp#orientation 
10. What Faculty Members Should Know about the 
ADA (PEC) -#1138 
This product is a brief brochure to inform faculty 
about the purposes of accommodations as well as 
their responsibilities as faculty members. 
www.pepnet.org