Being proactive is defined as, “taking action to make changes yourself rather than reacting to things that happen.”
Selecting the right assistive listening technology for a campus can be a daunting task.
Effective communication affords individuals who are deaf or hard of hearing the ability to share and/or receive information in a manner that is successful for them.
Study abroad experiences broaden students’ horizons, providing them with exposure to other cultures and languages. In today’s global marketplace these experiences often increase a person’s employability. Students who are deaf or hard of hearing, like their hearing peers, are increasingly seeking out these opportunities to broaden their repertoire of marketable skills.
The following information will help postsecondary institutions plan for communication access at graduation events.
Are colleges/universities responsible for providing accommodations for individuals other than students, such as parents or people from the community who are deaf or hard of hearing?
Can the office of disability support services at a postsecondary institution cancel interpreting or speech-to-text services because of excessive student absences? Is it appropriate to continue to pay for services that are not being used?
Improved access and advancements in technology have allowed individuals who are deaf or hard of hearing, who might not have previously considered a career in the health care field, to now pursue this option. Nonetheless, barriers continue to exist, caused in part by the technical standards established by academia and training programs. Technical standards are a set of abilities and characteristics a person is required to possess in order to gain admission to an educational or training program.
Students who are deaf or hard of hearing are continuing to explore academic opportunities in the college setting. They often are seeking to participate alongside their hearing peers rather than settling for alternatives to foreign language requirements. Frequently, both student and staff are unsure how to achieve successful access and accommodations for these courses. Effective approaches are determined on a case by case basis taking into consideration a variety of factors, including the student’s accommodation needs, available resources, and the purpose of the course in the overall academic program for the student.
By, Stephanie Cawthon and Rachel Leppo
Accommodations are central to issues of access to education for students who are d/Deaf or hard of hearing (SDHH). However, there are often concerns that accommodations might change the difficulty of a test, particularly when those changes involve different language modalities (e.g., ASL or a signed version of a standardized measure). This paper reviewed the current literature, focusing on the factors that are important to keep in mind when considering the use of accommodations for assessment. Using a qualitative meta-analytic approach, we searched for articles that provided information about the potential impact of the use of accommodations on test scores for SDHH, and found a total of 16 articles. There were mixed results across these studies, often related to the different types of accommodations used, the content areas of the tests, and policy implications for the study results. This paper outlined issues that will need further investigation in the future, including those used for the new Common Core State Standards.