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Policies Governing Services for Children with Disabilities

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Policies Governing Services for Children with Disabilities

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Steps to Equitably Include Deaf Students in Assessments

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Steps to Equitably Include Deaf Students in Assessments

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Steps to Equitably Include Deaf Students in Assessments

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Standardized testing has many uses in education, but far too often deaf students are left without fully equitable test taking opportunities. These tests can be vital to a student’s success. They measure progress, document achieving, and show readiness for postsecondary education or employment.

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Our Expectations Matter When It Comes to PostSecondary Enrollment

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Our Expectations Matter When It Comes to PostSecondary Enrollment

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When we think about predictors of postsecondary enrollment and #DeafSuccess, we often look at grades or academic skills. While these are important factors, the National Deaf Center on Postsecondary Outcomes (NDC) has found that "high expectations for success" are one of five key impact areas for postsecondary attainment.

In short, our expectations matter. Having high expectations means believing in a student's ability to succeed and not believing their opportunities are limited due to being deaf. These expectations do not develop in a vacuum; teachers, parents, and other professionals make a significant contribution to how expectations and beliefs are formed.

This idea is further supported by a joint study from NDC and SRI International (SRI), which found that the expectations deaf students and their parents hold can contribute to success. Researchers Paige Johnson and Stephanie W. Cawthon from NDC and Lynn Newman and Harold Javitz from SRI came together to use the National Longitudinal Transition Study-2 (NLTS2) data set to determine the effects of expectations and transition planning goals on postsecondary enrollment of deaf youth.

In the article " Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment," the researchers found that high expectations held by deaf youth and their parents significantly predicted postsecondary education attendance at 2- and 4-year colleges, as well as career and technical education (CTE) schools. The study had three main findings:

Parental Expectations: Deaf youth with parents who expected them to go to postsecondary school or training were more likely to attend.

Expectations of Self: Deaf youth who held the personal expectation that they would attend a postsecondary school were significantly more likely to attend.

Transition Goals: Deaf youth with a transition planning goal of attending a 2-year or a 4-year college had significantly higher odds of attending.

Want to learn more about expectations, #DeafSucccess, and how to support deaf students as they work towards their goals? NDC can help!

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Our Expectations Matter When It Comes to Postsecondary Enrollment

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When we think about predictors of postsecondary enrollment and #DeafSuccess, we often look at grades or academic skills. While these are important factors, the National Deaf Center on Postsecondary Outcomes (NDC) has found that "high expectations for success" are one of five key impact areas for postsecondary attainment.

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Transition Tuesdays 10: Vocational Rehabilitation for Individuals who are Deaf or Hard of Hearing

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Transition Tuesdays 10: Vocational Rehabilitation for Individuals who are Deaf or Hard of Hearing

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North Carolina Department of Public Instruction

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Transition Tuesdays 10   Vocational Rehabilitation for Individuals who are Deaf or Hard of Hearing

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North Carolina Department of Public Instruction

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Transition Tuesdays Parent Rights 20210504 1600 1

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Transition Tuesdays 8: Healthcare Rights for Individuals with Hearing Loss

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Transition Tuesdays 8: Healthcare Rights for Individuals with Hearing Loss

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North Carolina Department of Public Instruction

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Transition Tuesdays 8   Medical Management   Healthcare Rights for Individuals with Hearing Loss

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Open Hands, Open Access (OHOA): DeafBlind Intervener Learning Modules

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Open Hands, Open Access (OHOA): DeafBlind Intervener Learning Modules

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Open Hands, Open Access (OHOA): Deaf-Blind Intervener Learning Modules

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The modules, created by a diverse group of experts in the field of deaf-blindness, were designed to be used as part of comprehensive intervener training programs offered by qualified agencies or institutions. The content is aligned with Council for Exceptional Children standards that outline knowledge and skill competencies for interveners.

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Transition Tuesdays 7: Accessing Higher Education

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Transition Tuesdays 7: Accessing Higher Education

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North Carolina Department of Public Instruction

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Transition Tuesdays 7  Accessing Higher Education

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Transition Tuesdays 6: Transition 102 - Transition for Students who are Deaf or Hard of Hearing

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Transition Tuesdays 6: Transition 102 - Transition for Students who are Deaf or Hard of Hearing

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North Carolina Department of Public Instruction

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Transition Tuesdays 6   Transition 102   Students who are Deaf or Hard of Hearing

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Transition Tuesdays 5: Emergency Preparedness for Individuals who are Deaf or Hard of Hearing

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Transition Tuesdays 5: Emergency Preparedness for Individuals who are Deaf or Hard of Hearing

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North Carolina Department of Public Instruction

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Transition Tuesdays 5   Emergency Preparedness for Individuals who are Deaf or Hard of Hearing

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Transition Tuesdays 4: Counseling and Mental Health Services for Individuals who are Deaf or Hard of Hearing

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Transition Tuesdays 4: Counseling and Mental Health Services for Individuals who are Deaf or Hard of Hearing

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North Carolina Department of Public Instruction

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Transition Tuesdays 4   Counseling and Mental Health

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Transition Tuesdays 3: Parents and Transition - How to Support and Promote Independence

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Transition Tuesdays 3: Parents and Transition - How to Support and Promote Independence

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North Carolina Department of Public Instruction

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Transition Tuesdays 3   Parents & Transition   How to Support & Promote Independence

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Transition Tuesdays 2: Accessing Equipment and Services

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Transition Tuesdays 2: Accessing Equipment and Services

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North Carolina Department of Public Instruction

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Transition Tuesdays 2 Accessing Equipment and Services

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North Carolina Department of Public Instruction

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For Deaf, Hard of Hearing & DeafBlind Consumers Communication Access Guide at the Hospital During COVID-19 Communication Card with Health Providers Open PDF

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For Deaf, Hard of Hearing & DeafBlind Consumers Communication Access Guide at the Hospital During COVID-19 Communication Card with Health Providers Open PDF

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NC Sign Language Interpreter and Transliterator Directory

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NC Sign Language Interpreter and Transliterator Directory

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The Sign Language Interpreter and Transliterators listed hold themselves out as licensed professionals who provide sign language interpreting and or transliterating services. As mandated in legislation (N.C.G.S. 8B), the directory also lists individual interpreters or transliterators who are licensed and hold a legal interpreting specialist certificate. These individuals may interpret in judicial, administrative and legislative proceedings. The Department of Health and Human Services - Division of Services for the Deaf and the Hard of Hearing and the North Carolina Department of Public Instruction do not endorse, license or certify any particular interpreter or transliterator. This listing does not constitute an endorsement by the Division or the State of North Carolina and is intended solely as a convenience to those persons or businesses who may wish to contract for interpreting services.

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The Sign Language Interpreter and Transliterators listed hold themselves out as licensed professionals who provide sign language interpreting and or transliterating services. As mandated in legislation (N.C.G.S. 8B), the directory also lists individual interpreters or transliterators who are licensed and hold a legal interpreting specialist certificate. These individuals may interpret in judicial, administrative and legislative proceedings. The Department of Health and Human Services, Division of Services for the Deaf and the Hard of Hearing, does not endorse, license or certify any particular interpreter or transliterator. This listing does not constitute an endorsement by the Division or the State of North Carolina and is intended solely as a convenience to those persons or businesses who may wish to contract for interpreting services.

This resource is related to:

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The Sign Language Interpreter and Transliterators listed hold themselves out as licensed professionals who provide sign language interpreting and or transliterating services. As mandated in legislation (N.C.G.S. 8B), the directory also lists individual interpreters or transliterators who are licensed and hold a legal interpreting specialist certificate.

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Laurent Clerc National Deaf Education Center

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Laurent Clerc National Deaf Education Center

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Mental Health Services for People Who are Deaf and Hard of Hearing

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Clerc Center " Info to Go " National Resources and Directories " Mental Health Services

Identifying providers of mental health services to people who are deaf has become easier in recent years, although individuals with the appropriate skills move and programs open and close. Because an increased number of specialty services are available for persons who are deaf -- whether mental health, substance abuse, etc. -- and more private practitioners offer counseling to clients who are deaf, Info to Go is identifying a number of resources that can help you begin a search for such services in your locality.

This directory identifies mental health programs and services for people who are deaf in the United States and Canada, including information on services, accreditation, fees, special programs, and accessibility. The directory is intended for use by counselors, private practitioners, clients, program administrators, teachers, and deaf consumers.

The NAD Law and Advocacy Center leads the nation in challenging the most life-threatening form of discrimination against deaf or hard of hearing individuals - discrimination by health care and mental health service providers. The NAD provides position statements on mental health services to help educate service providers who work with individuals who are deaf or hard of hearing; recommends specific actions that states can take to address mental health services to deaf and hard of hearing patients; develops guidance on the use of video remote interpreting (VRI) services in hospitals, including minimum requirements for VRI technology and equipment, and provides an advocacy statement which can be used to educate hospitals and medical service providers about VRI.

Substance and Alcohol Intervention Services for the Deaf (SAISD) is a grant-based program operated by the Rochester Institute of Technology (RIT) and located on the RIT campus in Rochester, New York. SAISD provides drug and alcohol information, education, prevention, and intervention and referral services to the deaf/hard of hearing community residing in the greater Rochester area.
For other services which may include mental health see: Statewide Services for Individuals who are Deaf and Hard of Hearing.

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substance abuse services for deaf people

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Mental Health Services for People Who are Deaf or Hard of Hearing

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Identifying providers of mental health services to people who are deaf has become easier in recent years, although individuals with the appropriate skills move and programs open and close.

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NC Transition Toolkit for Parents

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North Carolina Post-Secondary Education Alliance

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North Carolina Post-Secondary Education Alliance

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Contact Information:

For more information, interested in becoming a member of the NCPSEA, or are currently a member and would like to feature an update of your program on our website, please contact:

Deb Zuver
Education Consultant

Click Here for a current list of our PSEA members. If you would like to be included on our mailing list, please contact Deb Zuver at deborah.zuver@cidd.unc.edu.

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For more information, interested in becoming a member of the NCPSEA, or are currently a member and would like to feature an update of your program on our website, please contact: Deb Zuver Education Consultant Click Here for a current list of our PSEA members.

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Notes

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Learning Disabilities / ADHD Organizations and Resources

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Good afternoon, this webinar is about understanding pre-employment transition services for young adults who are deaf-blind I'm Debbie Fiderer I'm the coordinator of the Community Services Program in New York for the Helen Keller National Center The goals for this webinar are threefold One we want to understand the five core areas of pre-employment transition services Two identify the critical components of transition planning for deaf-blind Youth and three introduced creative ideas for transition planning for deaf-blind youth to pave the way for greater success as these young adults Segway into adult services higher education and the world of work

Pre-employment transition Services Over the last 10 years there's been a significant push in New York state and throughout the country really to begin transition services at an earlier age Ideally by age 14 a transition plan should be in development or should already be established Why are we really pushing this now Where is the increase in discussion and emphasis coming from Well it's coming from the Workforce Innovation and Opportunity Act WIOA This is a comprehensive Federal Workforce Development Legislation that was enacted in July 2015

WIOA has five titles So I'll just briefly go through the titles and I'll focus on the one that really pertains to Pre-Employment Transition Services Title One which is about Workforce Development Activities State and local Workforce Development boards Job Corps grants training for dislocated workers things like that Title Two is about adult education programs and literacy Title Three is about the Department of Labor Career Centers Title Four Is the amendments to the Rehabilitation Act of 1973 and within title four we have subtitle B which is vocational rehab services and section 422 which is specifically about pre-employment transition services Title Five is just general information regarding other laws that this law replaces so really it's title four Section 422 that we want to focus on because that's all about the pre-employment transition services and it's really important to see this in the bigger context It's important to know that this is workforce development legislation okay it's not Rehabilitation legislation and that's very important It shows us that it's promoting the philosophy that people with disabilities are expected to be part of the workforce and the federal government is recognizing that and legislating that belief and requiring the spending to make it happen We see a big emphasis on pre-employment transition Services because within this law is a requirement that 15 of Vocational Rehabilitation spending be spent on transition age youth with disabilities So now throughout the country programs schools Community rehab providers they're all working on creating programs to meet the needs of these young people and the requirements of the law So that's where this emphasis is coming from and that's why these programs are being developed and we want to make sure that deaf-blind youth and young adults are included in this program and their needs are met So there's five core areas of pre-employment transition Services The first is Job Exploration Counseling The second is Work-Based Learning The third is Work-Readiness Skills Training The fourth is Counseling on Post-Secondary Education and Training opportunities and the fifth is Self-Advocacy Education and Training and as we progress in this webinar I'm going to get into detail and all of those five core areas

First I want to talk about the critical components of pre-employment transition services for deaf-blind Youth and young adults There's a number of areas that we want to really keep in mind for our deaf-blind students The first is exposure are our deaf-blind children exposed to work to adult expectations to life skills at the same level as their typical peers We want to develop programs and encourage families to make sure that this is happening to make sure that the conversations are happening to make sure that they have equal exposure to all of these things that they need as a foundation as they prepare for work The second critical component of pre-employment transition services is access This involves not only identifying the accommodations needed but also the skill sets that are needed for our young adults and also for the service providers working with them The third critical component is a whole life approach and the family being involved in all areas of the transition Services We want to ensure that our deaf-blind kids are involved in the planning and activities that are part of running a household This will be especially important when we talk about the Work Readiness Skills Training that is one of the core areas of pre-employment transition Services The fourth critical component is starting early and layering services and experiences Our kids are not going to become work ready in a summer It's all about starting early and developing the skills that they need over time The fifth critical component is collaboration Everybody working together The school system the vocational rehab system Community providers the family natural supports collaboration is essential for successful deaf-blind services and pre-employment transition programming

Going back to the five core areas of pre-employment transition services we'll now go into depth in some of these areas The first core area is job exploration counseling and this starts at home We want to provide age appropriate exposure to our deaf-blind young adults This starts with family conversations and discussions around the dinner table Do our kids have access to those conversations Is communication access within the family there Are they able to communicate with their parents Their grandparents Their siblings Some of the ways these conversations start is just talking about what family members do what is work What do our family members do for work Where do they go when the kids get dropped off at school in the morning At the Helen Keller National Center we have a Summer Youth Employment Program kickoff breakfast So every year in the spring we get the kids who are going to be in our Summer Youth Employment Program together and we invite their families and we go around the room and we talked about our first jobs Parents come sometimes grandparents come and we talk about what we did for our first jobs usually when we were in high school you know how we started off in our in the world of work I'll never forget this one story we had a young woman come with her parents her siblings and her grandfather came Her grandfather told the wonderful story about how he had started off in Brooklyn with a little shoeshine business on the corner and that was his first job And you could tell from the family that grandpa had told this story before but to our deaf-blind transition-age young adults It seemed like it was the first time that she was hearing this story She had never had it interpreted to her She loved her Grandpa but she never got to enjoy this wonderful story about how he started off in the world of work So exposure access and communication is so important We want to make the conversation a family affair Another area of job exploration counseling especially for the kids on the younger spectrum of the transition age 14-15 We want to start talking about employment in the community in stores they go to at the schools they attend doctors or caretakers they interact with Those are places where conversations can happen about work and that is job exploration counseling We want to make sure we take note of what our students are interested in and what skills they have An important part of job exploration counseling is also the Personal Futures Planning Process This is a person-centered approach It's a process that follows the student and allows for the critical component of collaboration So in a Personal-Futures planning meeting you want to gather all of the members of that person's team So everybody that we were talking about before in the critical component of collaboration should be part of the Personal Futures planning for a deaf-blind young adult So teachers providers at the school caretakers family members even siblings other people in the community who were involved in that person's life family friends They can all be part of the Personal Futures planning process 32 It's very important that we recognize the benefit of group and individual learning So things like visiting worksites not only as an individual but allowing the deaf-blind students to come visit a work site with their peers They can learn from their peers what their peers are seeing in the worksite what's important to their friends To their peers can be important to them or maybe they have some insights that they can share with their friends and they can explore those opportunities in a greater depth The second core area of pre-employment transition Services is work-based learning These can be amazing opportunities for exposure and learning It can include work site visits work tryouts internships both in-school opportunities school-based programs or summer work opportunities or job shadow opportunities The important part is exposure Sometimes professionals when we're involved with a person with many needs we can be very focused on the endgame on success after graduation We also want to be aware that work experiences do not need to be part of a carefully planned road to success after graduation Sometimes a job is just a job and that's a good thing It gives the exposure to life in the real world which sometimes a job is just a job We want to make sure that we remember the critical components when we are planning and engaging in work-based learning opportunities with our kids We want to make sure that we layer services and collaborate While students are still in school they should be receiving vocational rehabilitation services These should not be two parallel roads that never cross until graduation There should be collaboration Community rehab provider should be attending IEP meetings understanding that the vocational opportunities that the students are exposed to at school and building on them So if a student's involved in a community rehab program over the summer the summer providers should know what was going on in the school what skills and abilities could we build on that that student learned in school That is the critical component of collaboration The

work-based learning programs and opportunities have so much potential for the young people to develop skills There's opportunity to develop job skills real work skills learning the actual tangible skills they need to do a particular job That could be involving communication teaching strategies they'll have to identify what low vision aids or other kinds of accommodations they may need and it also gives them an opportunity to understand and for the providers to understand what level of support a young person may need as they transition into work The work-based learning also gives a wonderful opportunity for social interactions and exposure to working with other people Some of our students don't have a lot of experience with this Maybe they don't have experience interacting with non-disabled peers or adults who are not teachers not caretakers or family members So just recognizing that they'll have the opportunity to interact with people as an equal member of a team could be a brand new experience for a lot of our kids

One of the things I love about work is the expectations following directions keeping track of your time Our deaf-blind young adults should have the same expectations as another member of their team at work It's very important that they recognize that what a hearing sighted teenager's doing on the job Well our deaf-blind kids are going to have the same expectations on them Our students will have an opportunity to develop their self-advocacy skills while they're at a internship work-based learning program This is very important as our students transition to adulthood You need to ask for what you need As workers as college students it falls on you It is your responsibility to ask for what you need and they need to learn how to do this When our children are in school often times their needs are on their IEP The school workers teachers and providers therapists They are providing the accommodations up front They're making sure they're there for our students But when you go to college when you enter the workforce you as a deaf-blind person need to be responsible for asking for what you need Our kids need to learn those skills to speak up for themselves to know their needs and to have a voice and ask for them Here we have some images of Julia who's one of our deaf-blind high school students and she's engaged in a summer job She's working at a library and this is the first work experience for her You see she's organizing some books she's pointing to some signs that show programming for the library Julia worked just a few hours a week in the evenings at the library in her town This is a very important critical component of starting early She was only around 15 when she started this experience and in the subsequent summer we built on that experience and she worked at a summer camp in a more engaged experience where she was working 15 hours a week We built on her initial experience to develop her skills her stamina and her ability to interact and understand the expectations of employment It was a great experience for her and she's building on that as she moves to adulthood In these pictures Rachel also a high school student is engaged in a summer internship Rachel had told us she was very interested in crafts and on the left you see her working at a craft store and she worked there for a summer In this picture she's putting away or stocking some threads of different colors and Rachel learned from that experience that she did not want to work in retail which is a good learning experience The next summer she worked at a Petco with animals which was also another one of her passions and she really enjoyed that and she's pursuing that She's a number of years older now and she is pursuing Animal Care and that was a great foundation for her In both of the pictures you see that she's wearing her uniform for the workplace At Petco she has a name tag and she's part of the team She's part of the team and her membership in that team of staff people has nothing to do with her disability and that's a very important part of entering the workforce for our young adults Whenever we do Summer Youth Employment Program or an internship opportunity there are always ways that we can provide additional services that are ultimately related to workplace success So for example Rachel had orientation and Mobility training she learned how to travel to both of these work sites When she worked at the craft store she took a Paratransit service and she had to learn how to schedule her rides how to pay for her rides had a budget money for her rides each week and when she worked at Petco she took the public bus so she had to learn how to cross the street safely how to make sure that she got on the correct bus and everything involved with traveling to work as an independent adult Learning how to make lunch Make your own lunch for work A lot of our kids go to school They eat the school lunch or mom makes them lunch in the morning or maybe they want to go out A big part of working sometimes is making some money and maybe they want to go to the pizza shop or go to McDonald's so they have an opportunity to learn how to order food on their own how to have an exchange with somebody in the public In addition every work experience that our deaf-blind young adults engage in is going to require communication skills training Whether it's communication with their team members on the job with a supervisor or with members of the public maybe customers in certain settings Communication skills development is an essential part of the work experience opportunity

I don't want to ignore the benefits of job shadowing which is also an important part of work-based learning In this picture you can see in the middle is one of our deaf-blind young adults Stephanie and she was interested in becoming a nurse she grew up Of course we can't develop an internship as a nurse but she did have the opportunity to job shadow some nurses in a hospital in the Bronx in the Maternity Ward She had an exposure to the day-to-day activities of a career field She wasn't doing nursing of course but she was putting together packets for new moms she did get to hold some babies and feed the babies and basically you know take care of little clerical things around the ward things like that It really provided her with an opportunity to learn what the day-to-day would be like in that field Sometimes the expectation of a career field does not match the reality and that's important for our kids to learn as well Networking is a very important part of the experiences of internships and other kinds of work-based learning Our kids don't have a lot of opportunities to develop adult relationships So in this way they develop adult relationships in a professional setting and they learn what that looks like Okay these are not caretakers these are not service providers these are adults they're becoming adults and they're there to talk with them about work Just like any other typical young adult would do

There are some unique challenges and collaborative ideas that I want to bring up and some of these are related to work-based learning and some are more General One thing that we've seen is a challenge related to deaf-blind young adults who are on an academic pathway And there's a very strong emphasis on testing readiness in New York that could be the Regents testing that they need to pass to graduate high school And of course those tests are very important for them to get their diploma but we want to just keep in mind that we don't want these young people to miss out on vocational training and Readiness Often we see in these schools in these schools that there may be two pathways one towards vocational training and one towards academic success When we put somebody on a path towards academics some of these kids end up losing the opportunity to participate in vocational training and readiness in the schools and that makes it even more important for them to be engaged with community rehab providers outside of school and in the summertime That goes back to the critical component of collaboration and why it's so important for schools and Community Rehabilitation providers to work together Another challenge we see is related to assistive technology and strategies Sometimes we find that skills that the students are developing for college or for post-secondary education are not the same skills that they need for the workforce These are conversations that should be had while they're still in school because we don't want our transition-age young adults to not get the complete skill sets that they need they need to have access to all areas for their future Summer work experiences are very important and we want to when we're developing these summer work experiences to think outside the box explore opportunities but beyond what the student can do and think about potential and access to career opportunities that they may be interested in in the future

The next core area of pre-employment transition Services is identifying post-secondary education opportunities This could be Community College Two and four-year college and academic programs It's very important that the Vocational Rehabilitation System be involved from the get go Our young people will be moving from an entitlement based system to an eligibility based system The responsibility for programming for resources is going to shift from the provider the school to the individual When our kids graduate from high school nobody is going to chase after them to make sure they receive vocational rehabilitation services It is their responsibility and the family's responsibility to apply for those services and to meet the eligibility requirements that they have That's why it's so important that the family be involved and that there be consistent transition planning at school It's very important for our college-bound deaf-blind students that we adjust the academic needs so that they can be successful in college and understand the difference between high school and college Transition planning must be incorporated into the classroom learning as well as needs adjust by the TVI services For example one of the things that we often see for our blind and very low vision students is that the accommodations that they receive in high school for example being able to submit assignments on their iPhone or their iPad are not consistent with the requirements in college and are definitely not consistent with the requirements in the Working World So a young person who is College Bound their academic programming the curriculum that they're following must involve developing some computer skills They may have the accommodation to submit their assignments through an iPad or even an iPhone but that is not going to help them when they're entering the working world or even in college They have to be able to use a PC they have to be able to write without dictation they have to be able to have these skills so that they're prepared These should be part of the conversation in the IEP This is essential and why VR needs to be involved in the school system and the two programs need to collaborate The

fourth core area of pre-employment transition services is Self-Advocacy Education and Training This is so important and often missing in our kids academic studies in high school I often run a Pre-Employment Transition Services Program with high school kids and we do have a class on the ADA the Americans with Disabilities Act and sometimes I'll present on the ADA and the students who are 16 17 18 have no Idea what I'm talking about The ADA came into effect well before they were born and they never heard of it It's very important that they be educated about their rights and about their responsibilities and also about self-advocacy as it relates to their real lives So in school do they have an active participation in their IEP planning Do they identify needs that they have socially In the school in the environment of the school For example do they have difficulty in the hallway Are they identifying those problems and having their needs addressed In the community Do they have access to services Do they know about things like captioned movies This is very important for a teenager to know about With their family and friends do they know how to advocate for their own communication needs Can they talk to their family and say Wait hold on I need you to stop talking over each other I need to be able to hear each of you so that I can participate in this family conversation This is all self-advocacy In short It's giving our students an opportunity to develop their voice

The final core area of pre-employment transition services is Work-Readiness Skills Training The goal of this is to assist students with disabilities to develop social skills and independent living skills necessary to prepare for eventual employment Now these needs are exponentially higher for are deaf-blind students and they should be provided in the school In the home and in the community For deaf-blind young people this involves developing communication and interpersonal skills orientation and mobility and independent living skills including financial literacy banking and budgeting which is sorely needed for all young adults whether they have a disability or not

I'll start with communication and interpersonal skills It's important that our deaf-blind young adults understand their own communication needs How are they going to communicate with the public Are they going to use note writing Do they have functional English skills Do they need to develop their vocabulary These are areas of collaboration between the school and the community rehab provoders so that each could be building on the development of the functional English skills that are established in the other arena Will communication cards be needed Here are some examples of some communication cards that deaf-blind people might use On the right you can see a card for Dunkin Donuts in the middle are some communication cards for a workplace that a deaf-blind person might use to communicate with their co-worker or supervisor Is the deaf-blind person going to use an interpreter in certain settings And do they know how to utilize an interpreter These are all important parts of communication skills development

Another important part of work Readiness skills training is their orientation and Mobility Is the deaf-blind young adult independent with their mobility at school There needs to be coordination between the school and the community and consistency between environments We've worked with young people for example who in school they've had a one-on-one Para They've never ambulated throughout the school without another person a caretaker in a sense right next to them While at home they are independently traveling the neighborhood going on shopping trips for Mom and Dad to the local Bodega by themselves Clearly there was not a communication between the school and the home We've also seen the opposite We've seen people young people who are very independent at school and able to travel around the building totally independently and at home mom and dad are reluctant or scared to let them even go upstairs in an apartment building to visit a friend by themselves It's very important that our young people develop the skills to travel in their neighborhood If appropriate to cross the street and at some point when appropriate they should be introduced to planning a trip and taking public transportation If work is in their future and for all of our young adults it should be they need to be able to get around This is all part of work Readiness skills training

Here are some pictures of some of the Orientation Mobility Skills On the right you can see a young person having a Mobility lesson with a certified orientation and Mobility specialist In the middle you see a Street crossing card that is used by deaf-blind people to cross the street and a young woman is utilizing that card to wait for assistance to cross the street These are all skills that should be taught by a community rehab provider which prepare the young person to be a successful worker because if you can't get to work you're not going to be able to be successful

The Independent Living Skills training is of course very essential We want to make sure that to the highest level that they are capable our young adults are able to take care of their personal care needs and this includes understanding their health needs Are they able to keep track of their medication Of their chronic illnesses like diabetes This is the time when they start to be young adults that they start taking on the responsibility to care for themselves at the highest level that they can Are young adults being given age-appropriate chores Are they participating in the meal prep for the family In cleaning the household and taking care of things that you know typical teenagers would be responsible for Are they learning how to take care of their financial needs Do they understand that at some point in their life they'll probably have to pay rent and pay their bills The conversation needs to start when they're in high school In the image on the right you can see some folding techniques that people with vision loss use to keep track of their currency Banking and budgeting is a very important aspect of these Independent Living Skills training and we like to start as early as possible with that So when they get to be in their 20s they have the foundation that they need to be financially responsible and to use the money that they make from their jobs their summer jobs or hopefully their jobs after High School to pay bills and to be more independent

I want to discuss some of the resources and programs that the Helen Keller National Center has available for a transition-age deaf-blind youth At Helen Keller National Center we have some programs on our campus in Sands Point New York We have a three week intensive program focusing on all of these pre-employment transition services goals that's called M-POWER and it happens each summer for three weeks There's also the six-week summer youth vocational program which is a six-week internship program where students come on campus live here and participate in work experiences in the local community in New York We also provide the eight-week summer assessment program for high school juniors seniors and recent graduates The Helen Keller National Center Community Services Program offers programming for deaf-blind students living in downstate New York These are Ccmmunity based rehabilitation services such as functional Independent Living skills training orientation and Mobility communication skills training We also have a Summer Youth Employment Program for these deaf-blind individuals except instead of them coming to stay at the Helen Keller National Center they participate in summer jobs in their home communities and the employment providers come to them An employment training specialist would come and meet them at the job that we've helped them identify and find and provide the training on site We also have a new pilot collaborative ready to work program with schools for the deaf-blind and visually impaired here in New York We have a program where we go into the school and provide some classes at the school on a regular basis focusing on all of these pre-employment transition Services goals while we simultaneously have them come out on school breaks and other days off from school to participate in the work-based learning and the vocational exploration We also have the iCanConnect program This is a federally funded program which provides free technology equipment used for distance communication training and technical support and the eligibility requirements include documented vision and hearing loss and meeting the programs income eligibility requirements And finally I've included the contact information for Cecilia Norman who is the HKNC regional representative for myself Debbie Fiderer I'm the coordinator of the community services program and for Bryan Ward he is the iCanConnect program coordinator.

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Good afternoon, this webinar is about understanding pre-employment transition services for young adults who are deaf-blind I'm Debbie Fiderer I'm the coordinator of the Community Services Program in New York for the Helen Keller National Center The goals for this webinar are threefold One we want to understand the five

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A person centered plan can help those involved with the focus person see the total person, recognize his or her desires and interests, and discover completely new ways of thinking about the future of the person." - Beth Mount & Kay Zwernik, 1988

Person Centered Planning is an ongoing problem-solving process used to help people with disabilities plan for their future. In person centered planning, groups of people focus on an individual and that person's vision of what they would like to do in the future. This "person-centered" team meets to identify opportunities for the focus person to develop personal relationships, participate in their community, increase control over their own lives, and develop the skills and abilities needed to achieve these goals. Person Centered Planning depends on the commitment of a team of individuals who care about the focus person. These individuals take action to make sure that the strategies discussed in planning meetings are implemented.

Purpose

To look at an individual in a different way.
To assist the focus person in gaining control over their own life.
To increase opportunities for participation in the community.
To recognize individual desires, interests, and dreams.
Through team effort, develop a plan to turn dreams into reality.

Who is involved in person centered planning?

The focus person and who ever they would like can be involved. It is best when there is a facilitator and a person to record what is being shared. The facilitator should be a person that is neutral and unbiased, leads the group through the process, handles conflict and assures equal opportunity for all to participate. Others that may be included are parents/guardians, other family members, friends, professionals, and anyone else who has a personal interest in the person.

Where is person centered planning done?

At focus person's home or somewhere comfortable, informal and hospitable.

When should person centered planning take place?

At anytime in a person's life. It is best done before transition services are determined. person centered planning can be a very useful tool to develop the transition plan.

Tools needed for person centered planning

A flip chart or large pieces of paper to record the information shared. Several different colored markers.

The Steps of Person Centered Planning

1. Develop a history or personal life story of the focus person. This is accomplished by everyone sharing past events in the person's life. The focus person's parents and family may share the largest amount of this information. Things such as background, critical events, medical issues, major developments, important relationships, etc., may be shared.

2. Description of the quality of the focus person's life is shared next. This may be accomplished by exploring the following: Community participation, community presence, choices/rights, respect and competence.

3. Personal preferences of the focus person. Things the focus person enjoys doing. Also including the things that are undesirable to the person.

The meeting to develop the personal profile usually occurs several days before the planning meeting so the participants have time to reflect on what is shared. The meeting, which takes about two hours, may use graphic symbols in place of words to help stimulate creativity and encourage participation.

The Next Step...the planning meeting

1. Reviewing the personal profile. The group at this point has the opportunity to make additional comments and observations.

2. Review trends in the environment. Identify ongoing events that are likely to affect the focus person's life.

3. Share visions for the future. Through brainstorming participants are challenged to imagine ways to increase opportunities.

4. Identify obstacles and opportunities. Things that make the vision a reality.

5. Identify strategies. Action steps for implementing the visions.

6. Getting started. Identifying action steps that can be completed within a short time.

7. Identify the need for service delivery to be more responsive to individual needs.

For a plan to be successful it is best if:

The people have a clear and shared appreciation of the talents and capacities of the focus person.
People have a common understanding of what the focus person wants.
The group involved agree to meet regularly to review activities.
The group include a strong advocate or family member assuring that the interest of the focus person is being met.
That the group include a person committed to making connection to the local community.

This is the beginning of a process that continues throughout a lifetime. Not a product.

Resources

Cornell University's Person Centered Planning Education Site

Institute on Community Inclusion Brief, More Than Just a Job: Person-Centered Career Planning

It's My Choice : A self-guided workbook on person-centered planning by William T. Allen published by the MN Governor's Council on Developmental Disabilities. Included is a Housing Checklist.

Think & Plan is an interactive site that allows you to view and access person-centered thinking tools, and fill them out, and print them.

The Learning Community for Person-Centered Practices
The Learning Community for Person-Centered Practices is an international community that started with the development of Essential Lifestyle Planning by Michael Smull and Susan Burke-Harrison. Their focus is sharing knowledge about supporting people in getting the lives they want by developing and disseminating practical tools to people with disabilities, their families and professionals.

Person Centered Future Plans This resource from the Arc helps individuals with intellectual and developmental disabilities and their families plan for supports needed throughout all stages of life, especially after the parent or caregiver is no longer able to provide support in the future.

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Person-Centered Planning - National Parent Center on Transition and Employment

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Person Centered Planning is an ongoing problem-solving process used to help people with disabilities plan for their future. In person centered planning, groups of people focus on an individual and that person's vision of what they would like to do in the future.

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Division on Career Development & Transition

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The Expanded Core Curriculum for Students who are Deaf or Hard of Hearing

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The Expanded Core Curriculum for Students who are Deaf or Hard of Hearing

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•Page 13-18:  Career Education, Work Skills, Job Seeking Skills, & Money Management

•Page 38: Career Advocacy, Community Resources & Supports

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•E-Learning Modules, “What Comes Next Module”, and Teacher Curriculum

•Includes: Facilitator Guides, Print Resources & PDFs, & Power Point Presentations

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skip to main content

Map It: What Comes Next is a free, online, interactive training designed for transition-aged students who are deaf or hard of hearing. The training utilizes three questions:

Who Am I?

What Do I Want?

How Do I Get There?

Video vignettes signed in ASL with spoken English and written transcription, self-assessments, and a series of interactive questions guide students as they identify their goals and develop strategies to achieve them. All interactive materials are saved and compiled in an electronic portfolio.

Support Documents

Facilitator Guides

Print Resources

Sample Videos

(Right-click to download)

Tags: module, pepnet

Please take a moment to rate this Learning Center resource by answering three short questions.
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Map It: What Comes Next is a free, online, interactive training designed for transition-aged students who are deaf or hard of hearing. The training utilizes three questions:

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National Deaf Center on Postsecondary Outcomes

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National Deaf Center on Postsecondary Outcomes

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Deaf Verse - choose your own adventure, virtual self-advocacy tool.

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Definitions and Examples

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Laurent Clerc National Deaf Education Center

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Laurent Clerc National Deaf Education Center

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Mental Health and Social-Emotional Development

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Clerc Center " Info to Go " Mental Health and Social Emotional Development

This section of Info to Go includes resources focusing on mental health, wellness, and social emotional development in children and adolescents who are deaf and hard of hearing.

Mental Health and Wellness
Clerc Center Resources Mental Health Services for People Who are Deaf or Hard of Hearing
List maintained by the Clerc Center in Info to Go: National Lists and Directories. This list assists in locating mental health services for people who are deaf or hard of hearing.
Gallaudet University Resources
Mental Health Services for Deaf People: A Resource Directory, 5th Edition (updated 2017)

The Mental Health Services For Deaf Persons: A Resource Directory is a resource for mental health professionals and deaf consumers. It contains a comprehensive listing of programs that provide mental health services to deaf individuals across the United States and Canada.
Stakeholder Resources
American Deafness and Rehabilitation Association (ADARA)

National organization bringing together professionals from vocational rehabilitation, mental health, chemical health, education, interpreting, and related fields to share best practices in working with individuals who are Deaf and Hard of Hearing, to address policy and program concerns, and to network. They publish Journal of the American Deafness and Rehabilitation Association.
National Association of the Deaf (NAD) Mental Health Services Position Statement on Mental Health Services for People who are Deaf and Hard of Hearing Position Statement on Mental Health Services for Deaf Children Culturally Affirmative and Linguistically Accessible Mental Health Services National Coalition on Mental Health and Deaf Individuals (NCMHDI)
Non-profit corporation established in 2008 to provide leadership and support in the areas of public mental health for deaf and hard of hearing individuals. In addition, the coalition offers technical assistance to state mental health departments who are interested in developing or modifying mental health systems of care.

National Child Traumatic Stress Network: Facts on Trauma in Deaf Children (2004)

Summary of 2004 project funded by the Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services exploring trauma and deaf children.

Social Emotional Development
Clerc Center Resources
Sharing Power: Practical Strategies for Power Struggles with Deaf and Hard of Hearing Students (webcast, 2011)

Robert Whitaker, a nationally certified school psychologist with more than 15 years of experience working with children who are deaf and hard of hearing in educational settings, provides practical solutions for managing power struggles.

Odyssey: New Directions in Deaf Education
(Annual magazine published by the Clerc Center)

Success Through Dancing: Teaching Skills and Awakening Young Souls (2017)

Lining Up Strategies: Video Modeling with Students Who Are Deaf or Hard of Hearing (2015, Odyssey Extra)

The Power of Expectations: Two Stories (2014)

Raising Courtney Just Like Her Sisters: Forging High Expectations (2014)

Meeting High Expectations: Healthy Thinking, Resiliency, and Deaf and Hard of Hearing Children (2014)

Fostering Skills in Self Advocacy: A Key to Access in School and Beyond (2013)

The Great Self-Advocacy Wave: Mom Teaches Most Important Lesson-Explain (2013)
Gallaudet University Resources
VL2 Research Brief #11 Raising the Whole Deaf Child

Research brief, by Drs. Linda Lytle and Gina Oliva, reviewing the research on social-emotional development in deaf and hard of hearing students from birth to 12th grade. The brief includes recommendations for parents and educators on how to support the deaf child's social and emotional development in order to lay the foundations for future social, academic, and life success.
Stakeholder Resources
Self-Advocacy and Accommodations for Students with Hearing Loss (Supporting Success for Children with Hearing Loss)

A discussion of and links to resources related to assessment and facilitation of self-advocacy skills for students who are deaf or hard of hearing.

Self Identity and Hearing Loss

Supporting evidence and practices to support the identity development of students who are deaf and hard of hearing.

Social Issues and Your Child

Resources directed to families related to supporting their child's social development.

Addressing Self Esteem and Issues of Fitting In

Activities and resources to support deaf and hard of hearing students in fitting in to their home, community and school environment.

Social Communication: Pragmatics

Evidence and resources to guide pragmatic language development, which is integral to a child's social communication.
Books/Chapters
Educating Deaf Learners: Creating a Global Evidence Base (2015)

Chapter 12: Social Cognition for Learning Chapter exploring how being deaf influences early interaction and language and what social-cognitive delays might mean for academic learning.

Chapter 13; Social Relations of Deaf Learners Chapter looking at what research tells us about the challenges that face DHH students in general and the challenges they must manage at school in order to live a happy life.

Chapter 15: Stress Among Children Who are Deaf or Hard of Hearing and Their Families Chapter reviewing the everyday stressors in various domains encountered by children who are deaf and hard of hearing, and their parents.

Chapter 16: The Role of the Environment in Children's Emotion Socialization Chapter describing the extent to which the main areas of emotional and social competence in DHH children and adolescents are on par with their hearing peers, to what extent these areas seem to develop differently.

Social Competence of Deaf and Hard-of-Hearing Children, Professional Perspectives on Deafness: Evidence and Applications (2015)

Book outlining the social development of deaf and hard of hearing children from early childhood through adolescence. Provided is a practical guide for assessing the social competence of deaf and hard of hearing children and adolescents as well as strategies and programs that parents and professionals can use to promote social competence.

Secrets for Deaf and Hearing Sibling Success: Giving Them an Early Start for a Lifetime Together (NCHAM)

E-Book Chapter from NCHAM (National Center on Hearing Assessment and Management) discussing the experiences of one family in regard to facilitating sibling relationships between deaf (or hard of hearing) and hearing siblings.

Turning the Tide: Making Life Better for Deaf and Hard of Hearing Schoolchildren (2014)

Book presenting the findings of a qualitative study of deaf and hard of hearing students who attended mainstream schools. Many issues are addressed, including the difficulties of finding friends and social access.

Raising and Educating Deaf Children: eBulletins
(Associated with the Journal of Deaf Studies and Deaf Education, Oxford UP)

Socio-emotional Assessment of Deaf Children (2015)

Last revised November 2017

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education and instruction of the deaf and dumb

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Mental Health and Social Emotional Development

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Clerc Center " Info to Go " Mental Health and Social Emotional Development This section of Info to Go includes resources focusing on mental health, wellness, and social emotional development in children and adolescents who are deaf and hard of hearing.

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Laurent Clerc National Deaf Education Center

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Laurent Clerc National Deaf Education Center

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Legislation and Policies

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Clerc Center " Info to Go " Legislation and Policies

This section of Info to Go includes information related to the legislation, laws, and policies impacting educational planning for students who are deaf or hard of hearing.
Clerc Center Resources
Educating Students Who are Deaf and Hard of Hearing: A Guide for Professionals in General Education Settings (Module 3: Educational Planning) (2016)

A three-module resource for educators in general education settings. It includes a full module dedicated to educational planning and the laws that guide this planning: IDEA, Section 504 of Rehabilitation Act, and ADA.

Tips to Go (2017)

A series of bookmarks designed for general educators who may be working with deaf and hard of hearing students. One bookmark and supporting web information center on a teacher's role in the IEP, 504 plan, and/or ADA process.

Odyssey: New Directions in Deaf Education
(Annual magazine published by the Clerc Center)

The Law and the IEP: Establishing and Maintaining High Standards for Deaf Students with Disabilities (2014)

It's the Law: A Review of the Laws That Provide Americans with Access for All (2013)

Section 504-The 1973 Law Still Makes a Difference (2013)

Stakeholder Resources
Individuals with Disabilities Education Act (IDEA) Building the Legacy: IDEA 2004
Website of the U.S. Department of Education, Office of Special Education Programs, which covers the IDEA, a law ensuring services to children with disabilities throughout the nation. The website is designed as a "one-stop shop" for resources related to the IDEA and its implementing regulations. It is organized specifically to children ages birth-2 (Part C) and students ages 3-21 (Part B).

Building the Legacy for our Youngest Children with Disabilities (developed for OSEP, updated March 2015)

A training curriculum on IDEA 2004's Part C regulations, produced by NICHCY at the request of the Office of Special Education Programs (OSEP) at the U.S. Department of Education. This training was developed to facilitate guidance for professionals in the early intervention field. It includes numerous modules designed to be used by trainers to train others. Each module has a slideshow, a trainer's guide, handouts, and activity sheets.

Comparison of Pertinent Part B and Part C IDEA Requirements Related to Children and Youth who are Deaf/Hard of Hearing with OSEP Analysis of Comments and Rationale for Part C Changes (Hands & Voices)

Document from Hands & Voices providing pertinent information about implementation of IDEA for children who are deaf or hard of hearing.

Endrew Decision and Deaf Education: An Analysis (2017)

Analysis of the 2017 Supreme Court decision, written by Barbara Raimondo, Esq, looking at "What is the standard a child's Individualized Education Program (IEP) must meet in order to comply with the Individuals with Disabilities Education Act (IDEA)?"

Part C Eligibility Considerations for Infants and Toddlers Who are Deaf or Hard of Hearing (NCHAM, ITCA, 2011)

Document developed in 2011 by a committee convened by the IDEA Infant & Toddler Coordinators Association and the National Center for Hearing Assessment and Management
Wrightslaw: Early Intervention and IFSPs
Answers to many parent questions about early intervention services for children. What is early intervention? What does it include? Does my child qualify? What should I do if I am not happy with evaluations, programs or services? What is Part C? Is it the same as Part B but for younger children? Is an IFSP different from an IEP?
Wrightslaw: Due Process Hearings
The IDEA includes rules of procedure for resolving disputes between parents and schools. These rules include mediation, due process hearings, and appeals to state or federal court.

Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA)

Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools (December, 2016)

Resource guide developed by the U.S. Department of Education Office for Civil Rights to guide families of students with disabilities in understanding the obligations imposed under Section 504. In particular, the resource guide summarizes key requirements of Section 504, and aims to increase understanding of these requirements for both families and members of the school community alike.

Protecting Students with Disabilities (Office of Civil Rights)

Document drafted by the Office of Civil Rights to answer Frequently Asked Questions about Section 504 and the Education of Children with Disabilities. The purpose of this document is to discuss how amendments to the Americans with Disabilities Act (2009), impact the Rehabilitation Act and the meaning of disability in Section 504.
Section 504 Sample Forms: North Dakota
Website, developed by the North Dakota Department of Public Instruction, providing numerous resources and sample forms for educators and families related to development of a 504 plan. Available resources are applicable to various states.

Accommodations via 504 Plans and the Americans with Disabilities Act (ADA) (Supporting Success for Students with Hearing Loss)

Answers to questions and links to resources about Section 504 of the Rehabilitation Act and the American with Disabilities Act compiled on the website Supporting Success for Students with Hearing Loss.

Policy Considerations
Bill of Rights for Deaf and Hard of Hearing Children
Webpage, on the National Association of the Deaf website, addressing issues involved in developing a Bill of Rights for children who are deaf or hard of hearing. This type of bill, emerging in many states, stresses the basic human need for a child to be able to communicate freely with others. The website shares information about statewide initiatives in establishing a Bill of Rights.
Common Core State Standards Initiative
Website offering comprehensive information about the Common Core State Standards, which have been adopted by many states, either in whole or in part. Included is a link to the standards as well as information related to implementation of the standards. Information is available for both families and professionals.

Deaf and Hard of Hearing Children: Federal Support for Developing Language and Literacy

Report from the Government Accounting Office examining a) the extent of hearing loss among students in publicly funded education, b) the types of settings in which students who are deaf or hard of hearing are educated, c) the factors that help children who are deaf or hard of hearing acquire language and literacy skills, and d) the challenges to providing appropriate interventions to these students.

Deaf Students Education Services (Office of Civil Rights)

Guidance developed by the Office for Civil Rights furnishes state and local education agency personnel with background information and specific steps that will help to ensure that children and youth who are deaf are provided with a free appropriate public education. It also describes procedural safeguards that ensure parents are knowledgeable about their rights and about placement decisions made by public agencies.

Equitable Access for Deaf or Hard of Hearing Students: Understanding Legal Responsibilities for Institutions (NDEC)

With an emphasis on post-secondary settings, this guide leads professional through an understanding of the requirements of the law and how to apply it when developing policies. Practitioner pointers are provided for real world tips on how to develop procedures based in the law and which help to provide equal opportunity and access for individuals who are deaf or hard of hearing.

Expanded Core Curriculum for Students Who are Deaf or Hard of Hearing (Iowa Department of Education)

Website from the Iowa Department of Education providing tools for professionals working with students who are deaf or hard of hearing. It addresses areas unique to this group of students, which are not covered in the essential skills within the Iowa Core Curriculum. Information included is general to students who are deaf or hard of hearing and could be of interest to jurisdictions outside of Iowa.

Frequently Asked Questions on Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools (Justice Department and U.S. Department of Education)

Frequently Asked Questions Fact Sheet English Fact Sheet en Español

Dear Colleague Letter English Dear Colleague Letter en Español

Fact sheets and letters issued jointly by the Justice Department and the U.S. Department of Education, explaining public schools' responsibilities under the Americans with Disabilities Act and the Individuals with Disabilities Education Act to meet the communication needs of students with hearing, vision, or speech disabilities.

Last revised November 2017

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laurent clerc national deaf education center

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Clerc Center " Info to Go " Legislation and Policies This section of Info to Go includes information related to the legislation, laws, and policies impacting educational planning for students who are deaf or hard of hearing.

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How to Access and Empower Self-Determination in Deaf Youth

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Decide, Act, Believe: Self-Determination in Deaf Youth

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Deaf teenagers already have a lot on their minds, even before the COVID-19 pandemic. And like all teenagers, they are experiencing lots of feelings of uncertainty, anticipation, and insecurity as they navigate the transition from child to adult. That's where self-determination can help - during the pandemic and beyond.

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Laurent Clerc National Deaf Education Center

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Laurent Clerc National Deaf Education Center

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Transition Resources for Students with Hearing Loss

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Clerc Center " Info to Go " Transition

This section of Info to Go includes information about student transition beyond secondary education.
Clerc Center Resources Portfolios for Student Growth
Portfolios for Student Growth (PSG) is a holistic, student-centered, portfolio development process, which can be used as a transition tool. PSG offers educators a way to guide students through explicitly linking academic learning with future planning and goal setting.
Students on the Go: A Travel Training Manual
Manual designed to train students for safe and independent travel.
Vocational Rehabilitation Services - FAQ for Parents of Deaf and Hard of Hearing High School Students
This document is a part of a transition series: Lifetime of Learning and Earning. It answers numerous questions about vocational rehabilitation (VR).

Odyssey: New Directions in Deaf Education
(Annual magazine published by the Clerc Center)

Reflections on Success from a High School Graduate: Q&A with Diane Fleming (2017)

Pepnet 2: Developing Collaborative Relationships for Effective Transition Services (2016)

Transition Through Teamwork: Professionals Address Student Access (2016)

Building and Maintaining Connection: Supporting Transition in a Rural State (2016)

Working Together for Transition in Texas (2016)

Small Numbers and Big S paces Call for a Team Approach in North Dakota (2016)

Partnering, Collaborating, and Moving Ahead: Transition for Deaf and Hard of Hearing Students in Minnesota (2016)

Using Data to Set Goals: Collaborating for Success (2016)

New Hampshire: Collaboration Works for Professionals - and Students (2016)

Collaboration and System Change: Pepnet 2 and the Road to New Opportunities (2016)

A State Reports: Collaborating to Reach a Summit (2016)

Nurturing the "Transition Village": Virginia Supports Students Who Are Deaf or Hard of Hearing (2016)

A Look at National Data: Parental Expectations Shape Student Achievement (2014, Odyssey Extra)

Connecting Schoolwork to Life Work: Students Practice Setting Their Own Educational Goals (2013)

Transition Specialists Partner with Students to Turn Dreams into Reality (2013)

Stakeholder Resources

Minnesota Transition Guide for Teachers of Deaf/Hard of Hearing (2013)

Resource for schools and agencies involved in the lives of transition-aged students who are deaf or hard of hearing. It is intended to be utilized, at the latest, during grade 9 to assist parents and service providers in the early planning for transition from school programs to employment or postsecondary education. While designed for Minnesota, is a transition tool for students in other regions.

National Center on Secondary Education and Transition (NCSET)

NCSET provides technical assistance and disseminates information focused on areas of national significance for youth with disabilities and their families related to transition. Links to numerous resources and references are provided.

National Deaf Center on Postsecondary Outcomes (Formerly PEPNet2)

NDC is a technical assistance and dissemination center funded by the Office of Special Education Programs (OSEP) through 2021.This website includes links to numerous online resources and data related to transition. Note: From 2011-2016, funding for this work was called PEPNet2.
National Secondary Transition Technical Assistance Center (NTACT)
Umbrella organization to support post-secondary outcomes for all students with disabilities. NTACT's purpose is to assist State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices.

Parents' Perspectives on Transition and Postsecondary Outcomes for Their Children Who are d/Deaf or Hard of Hearing (2014)

Article from the 2014 issue of the American Annals of the Deaf looking at parent involvement and expectations as important factors in successful academic and career outcomes for students

REACH - Research on Employment and Adapting to Change: Center for Studies on Career Success (NTID)

This resource includes provides research-based insights on career growth and promotion from published literature to help deaf and hard of hearing people improve their paths to career success. In addition to research findings on the employment and careers of deaf and hard of hearing individuals, there is valuable career-related information on career planning and factors that go into career success.

Transition checklist: Deaf/Hard of Hearing - Hearing Loss Competency Skills (University of Minnesota, Department of Education and Human Development)

Competency checklists available through the University of Minnesota to assist with guiding transition planning.

Transition Planning for Adulthood (Supporting Success for Children with Hearing Loss)

Links to numerous resources to support transition planning for students who are deaf and hard of hearing.

Transition Planning for Students who are Deafblind (2007)

(Archived PDF, pp. 29-30) Information and resources for deafblind students as they plan for or participate in postsecondary education and training. These materials were developed in the course of agreement between the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education and PEPNet-South at the University of Tennessee, Knoxville.
Working with Youth to Develop a Transition Plan (Child Welfare Information Gateway)
Factsheet to guide child welfare professionals and others who work with transitioning youth to understand the Federal legislative requirements for transition plans and partner with youth to develop a plan that builds on their strengths while supporting their needs.

Raising and Educating Deaf Children: eBulletins
(Associated with the Journal of Deaf Studies and Deaf Education, Oxford UP)

Transition to Post-Secondary Education (2015)

Last revised November 2017

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Clerc Center " Info to Go " Transition This section of Info to Go includes information about student transition beyond secondary education. Clerc Center Resources Portfolios for Student Growth Portfolios for Student Growth (PSG) is a holistic, student-centered, portfolio development process, which can be used as a transition tool.

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National Technical Assistance Center on Transition

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National Technical Assistance Center on Transition

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Post-School Success - KEY RESOURCES

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The purpose of the Individuals with Disabilities Education Act (2004) is to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. As the OSEP and RSA funded technical assistance and dissemination center focused on improving the postsecondary outcomes of students with disabilities, one of NTAC T's primary charges is to assist state and local agencies' capacity to increase student access to, participation in, and success in (a) rigorous academic coursework and (b) career-related curricula designed to prepare students for postsecondary education and careers.

KEY RESOURCES

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The purpose of the Individuals with Disabilities Education Act (2004) is to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.

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National Technical Assistance Center on Transition

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National Technical Assistance Center on Transition

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Effective Practices and Predictors

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NTACT is charged with assisting stakeholders in implementing evidence-based and promising practices and predictors that promote positive post-school outcomes for all students with disabilities. Throughout the website and other resources from NTACT, effective practices and predictors have been evaluated regarding the amount, type, and quality of the research conducted, and are labeled as either (a) evidence-based, (b) research-based, or (c) promising. Currently NTACT is not identifying "unestablished" practices, but recognizes that there is a body of practices in the field for which there is not yet evidence of effectiveness. These designations indicate the confidence one can have in the likely effectiveness of the intervention, when implemented as defined and recommended. Please see our definitions, , and about NTACT's levels of evidence, if you are interested. Additionally, if you have questions about our ongoing process of reviewing the literature in the field of secondary special education and transition including transition planning, academic instruction, employment and life skills preparation, school completion, and vocational rehabilitation, please contact Dr. David Test, dwtest@uncc.edu.

NTACT has developed Practice Descriptions and Lesson Plan Starters for many of the Effective Practices and Predictors. Additionally, NTACT will link users to outside sources, such as the Rehabilitation Research and Training Center on Evidence-Based Practices for Vocational Rehabilitation (RRTC on EBPs for VR) for more detailed explanations of practices identified through other sources. In each of the Effective Practice Descriptors, the evidence for the practice will be indicated.

Effective Practices and Predictors Matrix
Effective Practices and Predictors (PDF / Printable List) Effective Practices in Secondary Transition: Operational Definitions (PDF) Skills Taught with Effective Practices (PDF)

Additional Background Resources

Tell us what you think! ntactmail@uncc.edu

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NTACT is charged with assisting stakeholders in implementing evidence-based and promising practices and predictors that promote positive post-school outcomes for all students with disabilities. Throughout the website and other resources from NTACT, effective practices and predictors have been evaluated regarding the amount, type, and quality of the research conducted, and are labeled as either (a) evidence-based, (b) research-based, or (c) promising.

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BEGINNINGS for Parents of Children who are Deaf or Hard of Hearing is a non-profit that helps parents and families understand hearing loss, and the diverse needs of children who are deaf or hard of hearing. Our impartial support helps families make informed decisions and empowers them to advocate for their child’s needs. We support deaf parents who have children who are hearing and collaborate with the professionals who serve all of our children.

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We are grateful for your donation and support of our organization. If you have made an error in making your donation or change your mind about contributing to our organization please contact us. Refunds are returned using the original method of payment. If you made your donation by credit card, your refund will be credited to that same credit card.

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NC DHHS - Services for the Deaf and Hard of Hearing

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NC DHHS - Services for the Deaf and Hard of Hearing

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The Division of Services for the Deaf and Hard of Hearing works to ensure that all Deaf, Hard of Hearing, or Deaf-Blind North Carolinians have the ability to communicate their needs and to receive information easily and effectively in all aspects of their lives, especially their health and well-being.

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Services for the Deaf and Hard of Hearing

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The Division of Services for the Deaf and the Hard of Hearing provides you with the information, skills and tools you need to achieve effective communication and access to resources in your community for independence and full participation in society.

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NC DHHS - Regional Centers for the Deaf and Hard of Hearing

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NC DHHS - Regional Centers for the Deaf and Hard of Hearing

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The Division of Services for the Deaf and the Hard of Hearing provides services through its seven North Carolina regional centers. These services are open to Deaf, Hard of Hearing and Deaf-Blind individuals. Family members, professionals, agencies and individuals seeking information or assistance also have access to these services. There is no charge for these services.

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The Division of Services for the Deaf and the Hard of Hearing provides services through its seven North Carolina regional centers. These services are open to Deaf, Hard of Hearing and Deaf-Blind individuals. Family members, professionals, agencies and individuals seeking information or assistance also have access to these services. There is no charge for these services.

Asheville Regional Center

Charlotte Regional Center

Greensboro Regional Center

Morganton Regional Center

Raleigh Regional Center

Wilmington Regional Center

Wilson Regional Center

Regional Center Libraries

Each regional center has a library where customers may borrow publications, books, video tapes and DVDs related to deafness and hearing loss.
Ruth Easterling Library Collection Categories of material available:

Adult-Onset Hearing Loss

American Sign Language Instruction

Children and Hearing Loss

Communication Tips

Deaf Culture and History

Sign Language and Cued Speed Interpreting/Transliteration

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Regional Centers for the Deaf and the Hard of Hearing

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The Division of Services for the Deaf and the Hard of Hearing provides services through its seven North Carolina regional centers. These services are open to Deaf, Hard of Hearing and Deaf-Blind individuals. Family members, professionals, agencies and individuals seeking information or assistance also have access to these services.

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The Division of Vocational Rehabilitation Services (DVRS) helps people with disabilities achieve their goals for employment and independence. If you have a disability that prevents you from achieving career success or independence in the community of your choice, DVRS can connect you to services and resources to help you meet your goals.

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The Division of Vocational Rehabilitation Services provides support services to people with disabilities.

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DSDHH - Domestic Violence Support and Resources

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DSDHH - Domestic Violence Support and Resources

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The term "domestic violence" includes any abusive, threatening or violent behavior between an intimate partner (current or former intimate partner-boyfriend, ex-boyfriend, husband, ex-husband, ex-girlfriend, wife, ex-wife). Domestic violence can happen anywhere to anyone of any race, religion, culture or economic status and it can happen in the home, too. Domestic violence causes physical, psychological or sexual harm to those in the relationship and it happens whenever the abuser chooses to abuse.
If you are in danger, please call 911.

Note to victims: Quick Escape Alert (click on the link to escape this website)

Videos about Domestic Violence

Health Bridges Web - What is Domestic Violence? (ASL)
WinkASL - Domestic Violence ASL Hotline
Deaf-Hope - Domestic Violence (ASL)

Power and Control

The following are diagrams showing tactics used by abusers to assert their power and control over a victim of domestic violence. These examples do not happen to everyone who is a survivor but these are actions that might be used over a period of time.
Power & Control Wheel: People with Disabilities and Their Caregivers
Deaf Related Power and Control Wheel

National Resources

Abused Deaf Women Advocacy Services (ADWAS)

The Deaf Hotline
1-855-812-1001 (Videophone)
Email: nationaldeafhotline@adwas.org

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The term "domestic violence" includes any abusive, threatening or violent behavior between an intimate partner (current or former intimate partner-boyfriend, ex-boyfriend, husband, ex-husband, ex-girlfriend, wife, ex-wife). Domestic violence can happen anywhere to anyone of any race, religion, culture or economic status and it can happen in the home, too.

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Educational Services for Students with Hearing Loss

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The Deaf and Hard-of-Hearing Statewide System of Support serves as a support to local education agencies, including charter schools, and the two schools for the deaf. Consultants for the Deaf and Hard-of-Hearing Program are available for consultation in program planning and development, training, mentoring and technical assistance that lead to a quality education for students who are deaf or hard-of-hearing. The team can also assist with questions about policy related to students who are deaf or hard of hearing.
Contacts:

Sherri Vernelson, Section Chief, Sensory Support & Assistive Technology - 984.236.2584

Consultants for Deaf/Hard of Hearing:

Specialist for Educational Interpreters and Transliterators:

NC DPI District Map

Education Services for the Deaf and Blind

Workshops and Training
Find workshop and training opportunities by visiting the Exceptional Children Online Events Calendar.

Listservs for Professionals Working with Students Who are Deaf or Hard of Hearing
DPI maintains three listservs for professionals working with students who are deaf or hard of hearing. To be added to a listserv, please contact the listserv administrator below:

Educational Interpreters/Cued Language Transliterators: Antwan Campbell

Educational Audiology: Sherri Vernelson

Teachers of the Deaf and Hard of Hearing and SLPs: Sherri Vernelson

Deaf and Hard of Hearing Professionals
Information for Professionals that work with students who have hearing loss

and Caregivers
Information for Parents and Caregivers of students with hearing loss

Interpreters/Transliterators
Information for Educational Interpreters and Cued Language Transliterators.

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The Deaf and Hard-of-Hearing Statewide System of Support serves as a support to local education agencies, including charter schools, and the two schools for the deaf. Consultants for the Deaf and Hard-of-Hearing Program are available for consultation in program planning and development, training, mentoring and technical assistance that lead to a quality education for students who are deaf or hard-of-hearing.

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Laurent Clerc National Deaf Education Center

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Laurent Clerc National Deaf Education Center

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National Publications of and for Deaf and Hard of Hearing People

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Clerc Center " Info to Go " National Resources and Directories " National Publications

This Info to Go-compiled list identifies major publications of and for individuals who are deaf and hard of hearing. It is not limited to all publications produced worldwide. Included is a listing of websites, which contain additional listings.

American Annals is a scholarly journal and forefront of research related to the education of people who are deaf. Each April, a reference issue identifies programs and services for deaf people nationwide.

A monthly magazine, Deaf Life has published since 1988.

Deafweekly is a free weekly e-zine for people who want to keep up with the news in the deaf and hard-of-hearing community.

Hearing Health is a quarterly resource guide for people who are deaf and hard of hearing. It is also directed to health care professionals, libraries, agencies, schools, and organizations working with the deaf population.

An annual publication of the Laurent Clerc National Deaf Education Center, Odyssey features articles covering a wide range of issues important to families of children who are deaf and hard of hearing and those involved with deaf education. Odyssey is distributed free of charge to members of the mailing list. To subscribe, e-mail: Odyssey@gallaudet.edu

WFD News can be found online at the WFD website.

Related Online Publication Links
Deaf Resource Library Gallaudet Library National Association of the Deaf Rochester Institute Technology Libraries
This site was supported by federal funding. Publication of this material shall not imply approval or acceptance by the U.S. Department of Education of the findings, conclusions, or recommendations herein. Gallaudet University is an equal opportunity employer and does not discriminate on the basis of race, color, sex, national origin, religion, age, hearing status, disability, covered veteran status, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, source of income, place of business or residence, pregnancy, childbirth, or any other unlawful basis.

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deaf-related websites laurent clerc national deaf education center

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National Publications of and for Deaf and Hard of Hearing People

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Clerc Center " Info to Go " National Resources and Directories " National Publications This Info to Go-compiled list identifies major publications of and for individuals who are deaf and hard of hearing. It is not limited to all publications produced worldwide. Included is a listing of websites, which contain additional listings.

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Telecommunication Access for the Deaf

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Due to unexpected higher call volumes, please stay on the line for the next available relay operator. Do not hang up and call back. This will result in longer wait times.

Se encuentra un aumento de llamadas en este momento. Por favor espera en línea para un operador disponible. No se cuelgue para devolver la llamada porque resultará en tiempos de espera más largos.

Monthly webinars are offered for people who are deaf or hard of hearing who are interested in learning about Relay NC services such as Relay Conference Captioning (RCC) and other topics.

Relay NC is now on your Facebook! Make sure to "like" us there. You will learn new, up-to-date information about relay services, tips, Deaf Culture, and much more.

Relay NC provided vlogs for your educational or entertainment purposes about the services.

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Due to unexpected higher call volumes, please stay on the line for the next available relay operator. Do not hang up and call back. This will result in longer wait times. Se encuentra un aumento de llamadas en este momento. Por favor espera en línea para un operador disponible.

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National Deaf Center on Post-Secondary Outcomes

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National Deaf Center on Post-Secondary Outcomes

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The National Deaf Center on Postsecondary Outcomes (NDC) supports postsecondary success for deaf people. Learn with us, access research and technical assistance.

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NC Transition Toolkit for Students

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Choosing Education Goals Tool

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Finding Age-Appropriate Transition Assessments

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Indiana Secondary Transition Resource Center

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Transition Assessment Matrix: Transition Resources: Indiana Secondary Transition Resource Center: Indiana University Bloomington

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Southeast Regional Institute on Deafness

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Southeast Regional Institute on Deafness

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SERID has been training and preparing professionas in the area of D/deaf, hard of hearing, deaf-blind, and/or late deafened for years and is dedicated to continue its mission of doing so.

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SERID - Southeast Regional Institute on Deafness

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SERID has been training and preparing professionas in the area of D/deaf, hard of hearing, deaf-blind, and/or late deafened for years and is dedicated to continue its mission of doing so.

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DSDHH - Deaf and Hard of Hearing Mental Health and Substance Use Disorder Services

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DSDHH - Deaf and Hard of Hearing Mental Health and Substance Use Disorder Services

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The North Carolina Division of Mental Health, Developmental Disabilities and Substance Abuse Services provides funding and oversight of specialized out-patient mental health and substance abuse services for deaf, hard of hearing and deaf-blind individuals statewide.

All services, including crisis solutions, may be initiated through Local Management Entities/Managed Care Organizations (LME/MCO)s. Additionally, outpatient services may be initiated through the division's contractual partner, RHA Behavioral Health. For more information on services from RHA Behavioral Health, call 919-825-2869 (8am-5pm Monday through Friday). Services are provided by culturally competent clinicians and outreach specialists fluent in American Sign Language.

Specialized in-patient psychiatric and substance abuse services are managed by the Department of Health and Human Services and provided at Broughton Hospital in Morganton.

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Deaf and Hard of Hearing Mental Health and Substance Use Disorder Services

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The North Carolina Division of Mental Health, Developmental Disabilities and Substance Abuse Services provides funding and oversight of specialized out-patient mental health and substance abuse services for deaf, hard of hearing and deaf-blind individuals statewide. All services, including crisis solutions, may be initiated through Local Management Entities/Managed Care Organizations ( LME/MCO)s.

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Laurent Clerc National Deaf Education Center

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Laurent Clerc National Deaf Education Center

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Deaf Culture

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laurent clerc national deaf education center

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This section of Info to Go from the Laurent Clerc National Deaf Education Center at Gallaudet University includes information and links to resources about Deaf culture and the Deaf community.

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What is the Deaf Resource Library?

The Deaf Resource Library ( http://www.deaflibrary.org) is a virtual library -- an online collection of reference material and links intended to educate and inform people about Deaf cultures in Japan and the United States; as well as deaf and hard of hearing related topics. While I have a bias towards cultural Deaf models, I have tried to include more material about hard of hearing issues as well.

The information is collected here as a service to the Deaf, hard of hearing, and hearing communities. I gladly welcome contributions to this online library by e-mail (contributions <at> deaflibrary.org). However, I am unfortunately not able to respond to e-mailed questions about Deaf culture or Deaf society. I would kindly suggest asking the research librarian at your local college for assistance.

You'll get an auto-reply back when you send me e-mail, you might want to read it here first!

Another great source of everything to do about deafness can be found at the Laurent Clerc National Deaf Education Center Information on Deafness web site. Please check it out if you think I'm missing anything.

Please, please notify me (brokenlinks <at> deaflibrary.org) if you notice any broken, moved, or outdated links. It's only with the help of others that I'm able to keep track of these many links. Please note that if it's not listed here or if the link is broken, I don't know where it moved to. Please try Google and if you find the link, please e-mail me it to me. Please note that I might not be able to update the site or respond to your e-mail immediately, but I'll do my best to remove dead links and add any new information that comes in.

Who am I?

The Deaf Resource Library was created in 1995 and is being maintained by myself, Karen Nakamura. I'm an Associate Professor of Anthropology and East Asian Studies at Yale University. I've been studying disability culture, history, and political/social movements in Japan and the United States for the past decade. Please visit my academic home page at Yale for more information about my academic background and courses that I teach.

Deaf Bibliographies
These bibliographies were mainly for my own research purposes way, way back in 1995-98. I recoded the general bibliography to include a general reading list. I also strongly recommend visiting Amazon.com and typing in "Deaf" as a search topic. I haven't added to these bibliographies in the pastseveral years decade, so they're a bit (quite? severely?) out of date.
Deaf Community Resources

These are some community resources for Deaf, hard-of-hearing, their relatives, friends, etc.

Letters to the Editor (me) about the Deaf Community
Includes a series about fire safety and interconnecting TTYs and modems

Deaf related network resources

Quickie Index
National/State Organizations of the Deaf, for the Deaf Deaf Culture / Cultural Deaf WWW Sites Schools and Universities (U.S.) Misc. U.S. Education Related Sites Schools offering Graduate Deaf Education Programs
I am much indebted to Monica Vance for sending this information -- Karen
Schools and Universities (Japan) Schools and Universities (Other)
These are the only scholarships that I know of. (Please don't e-mail me asking if I know of any others because if I knew about them, I'd put them here). If you know of a scholarship that isn't listed, please e-mail and let me know.
Deaf/ASL Clubs and ASL Related

USA-AZ: University of Arizona's Sign Language Association (SLA) only has an e-mail address for now: rmalisze u.arizona.edu

USA-CA: Cal State @ Hayward's SADA (Student Advocates for Deaf Awareness) only has an e-mail address for now: sada csuhayward.edu

USA-WA: asl uw.html -- ASL Club at University of Washington (Seattle, WA)

Organizations for the Deaf

Canada: Canadian Hearing Society -- for Deaf, deaf, HOH

India: Maharashtra Deaf Fellowship of India

UK: DeafLingual.com - "communication and translation, Deaf awareness training, British Sign Language tutoring and media services"

USA: ASCDeaf.com - "Alternative Solutions Center is a Deaf-owned and operated psychotherapy and consulting practice staffed by licensed professional therapists."

USA: International Hearing Dog - " We train dogs to assist people that are deaf and hearing impaired at no cost to them. Our organization places dogs all over the United States. The dogs help assist with alerting a person to sounds in their home and working environment."

USA: National Center to Improve Practice (NCIP) in Special Education through Technology, Media and Materials -- "promotes the effective use of technology to enhance education outcomes for students with sensory, cognitive, physical, and social/emotional disabilities

USA: Institute for Disabilities, Research, and Training (IDRT) -- "?Innovative Research and Development for People with Special Needs"

USA: Dogs for the Deaf -- non-profit organization that professionally trains rescued dogs to assist hard of hearing and deaf individuals

USA: MN Chemical Dependency Program for Deaf and Hard of Hearing Individuals -- treats people from all over the U.S., not just Minnesotans

USA: Center for Diseases Control and Prevention National AIDS Hotline's TTY Service (click on National AIDS hotline link to get to the TTY service page)

USA: Center for the Prevention of Sexual and Domestic Violence has released Broken Vows-Religious Perspectives on Domestic Violence in open caption format

USA: Deaf Empowerment's mission is to empower Deaf and Hard of Hearing individuals to lead more productive lives through advocacy, education and community involvement

USA: AllDeaf.com - forum for the deaf

USA: ADARA is the American Deafness and Rehabilitation Association. They publish a professional journal called the Journal of the American Deafness and Rehabilitation Association or JADARA.

USA: http://www.k12academics.com/ushers_syndrome.htm - a website devoted to providing resourceful information for a number of topics in education and disabilities and disorders ... with an information page for Usher syndrome including signs & symptoms, history & cause, Usher Syndrome I, II & III, support services, special education schools & books for the genetic impairment.

USA-AK: University of Arkansas Rehabilitation Research and Training Center for Persons who are Deaf or Hard of Hearing

USA-AZ: Arizona Council for the Hearing Impaired Home

USA-CA: Los Angeles Metropolitan Committee on Deafness

USA-CA: Abilities Network -- needs outreach - d/hh website providing local, state, and national resourcesb

USA-GA: GaCHI - Georgia Council for the Hearing Impaired

USA-FL: National Deaf Academy -- " a unique residential treatment facility for Deaf and Hard of Hearing children, adolescents and adults"

USA-IL: Illinois Service Resource Center -- " the coordination center for services for children throughout the State of Illinois who are deaf or hard of hearing and exhibit behavioral and mental health challenges"

USA-KS: KPAHIC -- Kansas Parents Association for Deaf and Hard of Hearing Children

USA-MA: Promoting Awareness in Healthcare, Medical & Deaf (P.A.H., M.D.)

USA-MA: Boston Center for Independent Living, has just been awarded a contract that allows us to offer free specialized telecommunications equipment to all eligible applicants in Massachusetts.

USA-MI: Michigan Association for Deaf, Hearing and Speech Services

USA-MN: Department of Human Services / Deaf and Hard of hearing Services

USA-ND: North Dakota CPD Realtime Online Captioning

USA-NY: The New York City Access Resource Guide for the Deaf, Deaf-Blind and Hard of Hearing "provides a comprehensive listing of resources throughout the five boroughs available for Deaf, Deaf-Blind, and Hard of Hearing people, their families, and service providers."

USA-NY: Promoting Awareness in Healthcare, Medical & Deaf (P.A.H., M.D.; University of Rochester Chapter)

USA-NY: Western New York Deaf Adult Services

USA-TX: Deaf Action Center

USA-VA: Northern Virginia Resource Center for Deaf and Hard of Hearing Persons -- provides information & referral, education, advocacy and training for deaf and hoh folks in Northern VA

USA-VA: Veditz Chapter of American Sign Language Teachers Association (VASLTA) -- Northern Virginia

USA-WA: Hearing, Speech & Deafness Center

USA-WY: Cathedral Home for Children in Laramie runs a residential treatment program for troubled deaf and hard-of-hearing children

Other World Wide Web resources Linguistics / Sociolinguistics of Sign Languages
Please see my own pages on American Sign Language and Japanese Sign Language

ASL/Fingerspelling Guides

Note that most sign language teachers do not recommend learning fingerspelling by individual letters and also remember that fingerspelling is NOT the same as ASL
Resources for Deaf Kids (and their parents) Resources for Deaf Gays, Lesbians, and Bisexuals Churches/Ministries/Synagogues of the Deaf, for the Deaf Interpreting / Relaying Captioning

USA: ASL Access -- organization promoting video resources in public libraries

USA: Vicaps - A Guide to Closed Captioning Technology

USA: NationalCourt Reporters Association (NCRA)

USA: BrainPOP produces online, animated educational films for children in grades K-12

USA: Captioned Media Program -- "Provides free-loan captioned films/videos service to Deaf/HOH, parents, teachers, and others working with Deaf/HOH; provides free captioning information to media producers/distributors and others; provides listings of captioning agencies; and evaluates captioning agencies who perform open-captioned work for the U.S. Department of Education."

USA: Captioned Films/Videos Program -- loans captioned films and videos to Deaf/HOH

USA: Open Captioned Classics -- captioned videos on DVD

USA: Sign Language Connections, Inc -- Sign Language Interpreters Agency and Closed-captioning

USA: Closed Captioning Web

USA: The Verbatim Court Reporters Center contains a searchable database of competent, professional court reporting, realtime, captioning and other related support services. VRC also serves as a world-wide resource for members of the deaf, hard of hearing, and late-deafened communities seeking to locate realtime and/or captioning services.

USA: SI Video Open Captioning -- sells open captioned videos

USA: G&G Video - CCmaker -- adds captions to videos

USA-OH: In Touch Services, Inc -- realtime and video captioning for the central/southwestern Ohio area

Americans with Disabilities Act (ADA) Technological Innovations News Articles Resources for the Hard-of-Hearing (HOH) & Late-Deafened Cued Speech Info Gopher pages and FTP sites Mailing Lists, Newsgroups, and Online Magazines

Barry Strassler produces DEAFDIGEST and DEAFSPORTZINE, to subscribe send him an barry clark.net.
-- Informed consent warning: there have been some complaints of Mr. Stassler involuntarily adding ("spamming") people onto his e-mail list and refusing to take them off.

Nathan Prugh is the Editor of Deaf Magazine. It has aWWW page,FTP site, and mailing list (to subscribe: mail to listserv listserv.deaf-magazine.org, leave subject blank, in body, type "sub deaf-magazine firstname lastname").

The USENET newsgroup and mailing list Deaf-L (http://groups.yahoo.com/group/deaf-l/ )

The Sign Language Linguistics List (SLLING-L) can be accessed either through its web archive page or by subscribing online.

TeachASL ... a listserv for Teachers of ASL. To subscribe LISTSERV Admin.Humberc.on.ca no subject needed, body:sub TeachASL yourfirstname yourlastname. It also has a webpage:http://members.aol.com/alysser/teachasl.htm

EDUDEAF is for deaf, teachers of the deaf, and other professionals working with the deaf. Also there are many parents of deaf children online. To subscribe send a request to listserv ukcc.uky.edu and then in the body of the letter typeSUBSCRIBE EDUDEAF. -- Courtesy of Ted McDonald

The TERPS-L mailing list (for Interpreters whose Working Languages include a Signed Language) can be accessed by sending an e-mail message to LISTSERV ADMIN.HUMBERC.ON.CA with the message body saying "SUBSCRIBE TERPS-L FIRSTNAME LASTNAME". Leave the subject blank.

"Beyond hearing" appears to be a mailing list for hard of hearing, late deaf, and other folks. There are a bunch of professional people on it and many of the members belong to SHHH (Self-Help for the Hard of Hearing). If you think this fits your interests, you can subscribe by mailing to " majordomo acpub.duke.edu" with a blank subject line and the message "subscribe beyond-hearing". -- Thanks to Arnold Saslavsky

Deaf Jokes (www.deafvision.com/lists/deafjokes/) -- get a new deaf joke in your email box once a month!

FLASH (www.deafvision.com/lists/FLASH) -- national news and announcement 'zine for the Deaf Lesbian, Gay, Bi and Transgendered community. Published electronically since 1994.

NOISE (Network for Overcoming Increased Silence Effectively) is intended as a forum to discuss topics of concern to hard of hearing/ deaf medical professionals (human medicine, dental, nursing, veterinary, veterinary technicians, etc) world-wide. It is also intended to be a means of support by linking hard of hearing/deaf medical professionals from various backgrounds and geographical regions. NOISE will also be open to professionals closely affiliated to such individuals (i.e.: disability offices and schools of education) in order to allow these professionals a means of collecting information in order to assist hard of hearing/deaf medical professionals. NOISE will also be open to hard of hearing/deaf students of at least fifteen (15) years of age, who are interested in a medical career. This will allow such students a means for collecting information so they may make an educated decision about the feasibility of pursuing a medical career. To subscribe the NOISE mailing list, the interested party should send an e-mail message to the administrative address: listserver lists.acs.ohio-state.edu with the BODY of the mail consisting of the following:subscribe NOISE Firstname Lastname -- thanks Danielle N. Rastetter

The Deaf UK Mailing List is for all deaf uk people and is for discussion about deaf issues as well as stories, jokes, arguments, and other things related to the deaf community. To subscribe, mail to deaf-uk-subscribe makelist.com.

Spain: InfoSord newsletter contains news about the Spanish deaf community

Home pages of members of the Deaf community Friends of the Deaf Community Deaf-Owned Businesses

USA: DeafNation -- store, online magazine, ISP, and more

USA: DeafVision, Inc. - professional web design and hosting services. Free hosting for Deaf nonprofits. Deaf Latina owned and operated.

USA: Hearing Aid Online

USA: SignsForIntelligence

USA: The Hearing Stop

USA: www.buyasl.com - sells many ASL products such as ASL dictionary dvds, and books, deaf education, and many more.

USA: Deaf Resources - a family-owned online retailer of Deaf and HOH products.... offer an extensive selection of assistive devices, educational materials, books, videos, clothing, jewelry, baby items, stationery, tote bags, and holiday-based gift baskets.

USA-CA: Los Angeles Rubber Works -- Deaf culture & sign language rubber stamps

USA-MD: Schwarz Financial Concepts

USA-MD: DEAFWORKS manufactures TTYSCREENER and low-cost TTYs

USA-NY: Hand Expressions -- custom clothing with transfers and embroidery; other deaf items

USA-OH: Deaf Initiatives -- makes keepsake theme quilts from T-shirts

USA-TX: Magnix Solutions --web designs, e-commerce

Bonus: Weird sites that have me crosslinked!
Boring Research Orientated Anthro URL's

The Deaf Resource Library is proud to be an AnthroTech Site of the Week. Here are some anthropology resources for all of you out there:

Little comments in italics are from the Peanut Gallery (me). The painting of two women is by Renoir. The Deaf Resource Library is a not-for-profit project that I've been running in my spare time since 1995 and I receive no outside funding for its maintenance.

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What is the Deaf Resource Library? The Deaf Resource Library ( http://www.deaflibrary.org) is a virtual library -- an online collection of reference material and links intended to educate and inform people about Deaf cultures in Japan and the United States; as well as deaf and hard of hearing related topics.

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Sign1News is an innovative award-winning media production company delivering news for the Deaf and hard-of-hearing community powered by CNN in American Sign Language (ASL).Sign1News is the first and only cloud-driven digital network, partnered with world news leader CNN, to offer on-line news and information in American Sign Language.

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The Getting a Job! for Students Who Are Deaf and Hard of Hearing online training was developed and designed for students who are deaf or hard of hearing and the professionals who work with them. Focusing on the transition from school to work, the training offers a series of activities, supporting documents and topical videos designed to help the job seeker prepare for the world of work. All the videos in the modules are presented in ASL, and are also voiced in English and captioned.

This eLearning course can be completed in multiple sessions, or all at once. Students can document their thoughts, lessons and important papers in their own Career Planning Log. Completing all the activities and assignments will earn a student a "Verification of Completion," which the student can print. Participants will need to sign up for a free DCMP eLearner account.

Support Documents

Tags: module, pepnet

Please take a moment to rate this Learning Center resource by answering three short questions.
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Getting a Job! for Students Who Are Deaf and Hard of Hearing - Module

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The Getting a Job! for Students Who Are Deaf and Hard of Hearing online training was developed and designed for students who are deaf or hard of hearing and the professionals who work with them.

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DeafVerse - National Deaf Center on Post-Secondary Outcomes

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DeafVerse - National Deaf Center on Post-Secondary Outcomes

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This interactive game supports the development of your self-advocacy skills as you navigate common situations in a variety of settings including community, school, and the workplace. You get to test out responses to situations, challenges, and conflicts that are part of the deaf experience and frequently encountered throughout real life. When you encounter different situations, you will be expected to make your own decisions, understand the impact of these decisions, and learn more about your legal rights.

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This website was developed under a grant from the U.S. Department of Education, OSEP #HD326D160001. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.

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Deaf Success in Fall 2020: Guide for Families, Parents, and Students

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Deaf Success in Fall 2020: Guide for Families, Parents, and Students

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Fall 2020 brings many questions for your deaf youth's education and future. Our research shows family support is so important! While there is a great deal of uncertainty now and in the months ahead, we encourage families to use ways to connect with their deaf teenager, look for opportunities to seek community support, and advocate for their equal access guaranteed by law to all learning opportunities.

This guide has key strategies to support deaf success with your child during Fall 2020 and beyond.

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Deaf Success in Fall 2020: Guide for Families, Parents, and Students

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Fall 2020 brings many questions for your deaf youth's education and future. Our research shows family support is so important! While there is a great deal of uncertainty now and in the months ahead, we encourage families to use ways to connect with their deaf teenager, look for opportunities to seek community support, and advocate for their equal access guaranteed by law to all learning opportunities.

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Deaf Success in Fall 2020: Guide for High Schools

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Deaf Success in Fall 2020: Guide for High Schools

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Educational and transition planning for deaf students requires a flexible, positive approach, now more than ever. NDC has answered many FAQs about how to find needed resources to support transition, what programs are available in different states, and how to meet legal obligations - even if students are not in the school building every day.

This guide has key strategies to support deaf success at your high school during Fall 2020 and beyond. Every link is to an NDC resource, tip sheet, or toolkit on that topic that can help.

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Deaf Success in Fall 2020: Guide for High Schools

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Educational and transition planning for deaf students requires a flexible, positive approach, now more than ever. NDC has answered many FAQs about how to find needed resources to support transition, what programs are available in different states, and how to meet legal obligations - even if students are not in the school building every day.

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Got Transition® is the federally funded national resource center on health care transition (HCT). Its aim is to improve the transition from pediatric to adult health care through the use of evidence-driven strategies for clinicians and other health care professionals; public health programs; payers and plans; youth and young adults; and parents and caregivers.

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Youth & Young Adults: Are You Ready to Transition to Adult Care?

Take the Quiz

Parents & Caregivers: Is Your Child Ready to Transition to Adult Care?

Take the Quiz

Stay Connected with Got Transition!

Keep up to date on transition-related news and resources with our quarterly transition newsletter.

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Skip to main content Youth & Young Adults: Are You Ready to Transition to Adult Care? Take the Quiz Parents & Caregivers: Is Your Child Ready to Transition to Adult Care? Take the Quiz Keep up to date on transition-related news and resources with our quarterly transition newsletter.

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NCDHHS - Employment Services for People Who Are Deaf, Hard of Hearing, Late-Deafened

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NCDHHS - Employment Services for People Who Are Deaf, Hard of Hearing, Late-Deafened

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The North Carolina Division of Vocational Rehabilitation Services provides services to individuals who are deaf, hard-of-hearing or late-deafened to assist them in preparing for, getting, or maintaining employment.

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The North Carolina Division of Vocational Rehabilitation Services provides services to individuals who are deaf, hard-of-hearing or late-deafened to assist them in preparing for, getting, or maintaining employment.

This resource is related to:

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Employment Services for People Who Are Deaf, Hard of Hearing, Late-Deafened

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The North Carolina Division of Vocational Rehabilitation Services provides services to individuals who are deaf, hard-of-hearing or late-deafened to assist them in preparing for, getting, or maintaining employment. This resource is related to:

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JOB CORPS IS A FEDERALLY-FUNDED COMPREHENSIVE PROGRAM THAT PROVIDES ESSENTIAL ACADEMIC AND CAREER SKILLS TRAINING AND PREPARES STUDENTS FOR SUCCESS IN EVERY ASPECT OF THEIR LIVES.

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Take the first step on a new path. With hard work and dedication, Job Corps will help you learn skills to put you on track for a good career and a better life. A life-changing decision.

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Apprentices are individuals who receive on-the-lob learning from a master-level supervisor while typically receiving job-related education from institutions such as community colleges or trade organizations. They can be current high school students, recent graduates, experienced workers or military veterans.

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COVID - Vocational Rehabilitation During COVID-19: Shifting Online to Support Access for Deaf Students

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COVID - Vocational Rehabilitation During COVID-19: Shifting Online to Support Access for Deaf Students

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National Deaf Center

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Vocational rehabilitation (VR) agencies nationwide have faced many challenges during the COVID-19 pandemic, as they strived to connect with isolated deaf students, overcome technology issues, and continue to support access to Pre-Employment Transition Services (Pre-ETS), vocational training, and employment.

Eager to overcome those challenges, more than 500 VR staff, community rehabilitation providers (CRPs), and educators registered for two online events. Vocational Rehabilitation During COVID-19: A Live Discussion for Transition Professionals, organized by the National Deaf Center on Postsecondary Outcomes (NDC), was held on July 28 and Aug. 6.

Participants gained insights from four experienced professionals who shared how they addressed the pandemic and what strategies they used to support student success. The panelists were:

"Now more than ever, VR professionals play a critical role in providing services and support to maximize employment, independence, and community inclusion for deaf students," said Director of Operations Tia Ivanko, MS, who manages all live online events for NDC. "The overwhelming response to these events shows how committed they are to connecting with each other and learning best practices for these unique times."

VR Agencies Highly Affected by Pandemic and Shift to Online Service

Attendees were polled about how the pandemic has affected their organizations. They responded (with the option to choose more than one):

Technology issues and problems: 62%

Budget cuts or freezes: 34%

Staff furloughs or layoffs: 16%

None of the above: 23%

Nearly two-thirds have problems with technology at a time when they need it the most.

When asked how they were providing services to deaf youth and young adults, 90% responded mostly online, 6% had suspended services, and 4% were conducting services in mostly face-to-face settings.

Challenges for Outreach

"Reaching out, finding, and supporting [deaf and hard of hearing] students - whether in person or through video - was already a challenge. And then comes the pandemic and increases that challenge," said panelist Jimmy Mitchell. "In Oklahoma, we were prepared to cover Pre-ETS, but COVID-19 changed everything. Now we're having regional meetings throughout the state to reach out to schools."

Strategies that some panelists used to connect with deaf students were cut short by COVID-19 or lost momentum last spring.

"In Alabama, probably like most states, one of the issues we've had is really locating students who are deaf and hard of hearing," said panelist Bedarius Bell. "They always seemed to fall through the cracks."

So, Bell continued, the state created a summer camp program to locate students and encourage them to seek out services.

"Most summers we had at least four, including career exploration, an ACT academy, and college prep camps. It really helped students who didn't really know about VR before but needed the services. We were only able to get one done before the pandemic closed us down," Bell said. "We have a virtual summer camp for college prep, but a reduced number plan to attend compared to in-person camps."

Some quickly pivoted to moving their outreach online.

"We scheduled an event called Deaf Ready that was supposed to be in person and now it's virtual," said panelist Cathy Corrado. "We have about 30 employers who are going to connect with our students over three days at the end of September on Zoom.

"It's based on career clusters - a manufacturing group, a trade group, a hospitality group. Because we felt the 2020 graduates got really shortchanged, we're inviting them back, as well as all the juniors and seniors. Teachers are going to get a PowerPoint with all the information about Deaf Ready and the companies that are going to be there, so they can help register their students."

Agencies Use Technology to Bridge Gaps

Technology and access for students is also critical. Bell noted that Alabama provided a bus with wifi for rural students and areas without internet access, plus added lessons in online etiquette and increased agency bandwidth to comply with information privacy guidelines.

"We're addressing job exploration online by using NDC Deaf Success videos and National Association of the Deaf's Deaf at Work videos," said panelist Kathy Stoehr. "Our team also immediately checked in with all of our students. We found out we have to do more work in terms of ensuring that students have connectivity at home. But also did they have access to a mental health counselor if they needed that?"

Stoehr noted that when the state of South Carolina initially conducted a statewide poll of families, they were missing 16,000 students who had never done any work online.

"It is an awful concern," said Stoehr. "I think of deaf and hard of hearing kids who maybe didn't have online access, or didn't understand the instructions, or maybe the parents didn't understand or speak another language. It's very scary in terms of academic progress, but we must stay flexible. We're working with a student as a whole person, and all of us need that kind of flexibility right now."

Focusing on teachers is another strategy for success.

"We created resources for teachers with videos they can use in online classrooms," said Corrado. "One is called 'These Hands,' which featured eight employers who have a deaf person working for them and videotaped them at their job site. Another series is on financial literacy, which differentiates between a need and a want."

Impact of Isolation, Mental Health Issues, and Racial Tensions

Attendees polled said the biggest impact on deaf youth during the pandemic is isolation and mental health issues (44.5%), followed by uncertainty and inability to plan for the future (25%), lack of technology and online access (20.5%), and academic setbacks (20.5%).

"In addition to the mental health concerns that this pandemic has caused, there's been a lot of racial unrest and tensions that have flared up," said Bell. "I know a deaf teen who told his parents he was afraid to go to work. 'What if the same thing that happens to me that happened to George Floyd?' Part of encouraging self-advocacy is also helping students realize and understand their rights and how to address these situations."

It can also mean expanding the amount of counseling that needs to happen.

"As VR counselors, we are trained to be culturally competent. We can at least have an open space for students to have these conversations, to help students figure out what it means as students to show up as their authentic selves.

"NDC has a report titled ' ACCESS is More Than Accommodations.' So what else is access? How can I advance in a job if I'm Black, deaf, or LGBTQIA? How do I learn these new technologies? What if online is an uncomfortable form of learning for me? We have to get back to the basics of counseling, yet embrace a new mindset," said Bell.

Using technology to connect can help.

"We began to notice that some deaf students and adults who use ASL or rely on facial expression and speech reading were having a harder time," said Stoehr. "We worked really hard to find any type of speech-to-text applications and technology, in case there are situations where communication is not going well. We also tried to create activities to help kids engage with each other, people who sign, and deaf role models."

A continuing issue is reaching deaf students with other disabilities.

"For our deafblind community, the technology has been really isolating," said Bell. "It has been very challenging to figure out strategies to connect with that population."

Don't Be Another Barrier

Asking deaf clients how they prefer to communicate, staying flexible, and not adding other barriers are essential.

"Whether it's wearing a clear mask or deciding how to meet with a student, I follow what the client prefers," said Mitchell. "We wear face masks and practice social distancing if we can meet in person and do teleconferences if we can't. We're also using FaceTime if people have an iPhone.

"We have to be flexible as VR counselors. We don't want to be another added barrier to the barriers that are already in place for these students. We're just ready to meet them where they are, however they prefer, whatever restrictions they have."

Other resources mentioned by the panelists included Deaf2Deaf Experience, These Hands, Hearing Loss Association of America, Automatic Speech Recognition (ASR) webinar, and The National Deaf-Blind Equipment Distribution Program (iCanConnect).

More Live Events Planned

These panels are part of a series of online events hosted by NDC to address the needs of deaf young adults at school and work during the COVID-19 pandemic.

Past events included two panels for deaf college students to connect and find ways to cope with unique struggles, a half-day session for state leaders in education and VR to strategize transition planning and services, as well as panels that brought together people who are #DeafAtWork and disability services professionals.

Upcoming events include a session on Sept. 15 with the NDC Help Team on online accessibility for college students and panels on September 20 and 29 for parents and families of deaf youth.

Get More Information and Help

VR professionals, CRPs, and transition specialists can find more information and assistance from NDC.

Your Questions, Answered: Check out FAQs from the NDC | Help Team.

Vocational Rehabilitation Toolkit: Bookmark this one-stop resource for serving deaf students in higher education.

Top 10 Tips for Vocational Rehabilitation Professionals: Learn tips to improve interactions and outcomes with deaf people.

Pre-Employment Transition Services (Pre-ETS) Guide: Use resources, practices, and considerations to support the provision of the five required pre-ETS categories with deaf clients: job exploration, counseling, work-based learning experiences, counseling on postsecondary opportunities, workplace readiness training, and instruction in self-advocacy.

ACCESS Is More Than Accommodations: Read the Deaf College Student National Accessibility Report to learn about the campus experiences of more than 300 deaf students.

#DeafSuccess video series: Check out spotlights on deaf adults who are successful in a wide variety of careers and pursuits.

Online Learning Opportunities: Take online courses on Deaf 101, Developing Accessible Work-Based Learning Programs, and Designing Summer Programs for Deaf Youth, and more -- many of which offer free CEUs or CRC clock hours.

Join the NDC listserv: Connect with and learn from peers.

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Vocational Rehabilitation During COVID-19: Shifting Online to Support Access for Deaf Students

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More than 500 VR staff, community rehabilitation providers (CRPs), and educators registered for two online events. Vocational Rehabilitation During COVID-19: A Live Discussion for Transition Professionals, organized by the National Deaf Center on Postsecondary Outcomes (NDC), was held on July 28 and Aug. 6.

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A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES

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A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES

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US Dept. of Education

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Hands & Voices is a non-profit, parent-driven organization dedicated to supporting families of children who are deaf or hard of hearing. We are non-biased about communication methodologies and believe that families can make the best choices for their child if they have access to good information and support. Our membership includes families who communicate manually and/or orally. From American Sign Language to cochlear implants, our organization represents people from all different approaches to, and experiences with, deafness or hearing loss. We have local chapters comprised mainly of parents along with professionals. As the largest parent organization for families raising children who are deaf/hard of hearing in the U.S., we are called upon for thought leadership in health, education and parenting arenas, and work with families and the systems that support them from hearing screening, identification, early intervention, school-age, and transition from high school.

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Have you ever met a Deaf or Hard of Hearing Teen or Adult in your journey of raising your own D/HH child?

Check out these links to get some great insights from the experts.

These documents and links are referenced in the H&V Educational Advocacy Guidebook.
More Info...

Hands & Voices couldn't do what we day every day without the financial generosity of our funding partners Click for more info...

Check out the H&V Blog:
Raising a Deaf or Hard of Hearing Child

Ayuda y Apoyo de padres para  los niños sordos y con dificultades auditivas

The Hands & Voices Military Project believes that together through awareness, collaboration, and support, we can aide in the timely support for active duty and the retired armed forces community. More Info...

Observe, Understand and Respond:
the O.U.R. Children's Safety Project.
We don't like to think about it, but our kids who are deaf or hard of hearing are at a higher risk for both abuse and neglect. Like any children, they are at risk.
More info...

The Loss & Found DVD is now available for purchase in the generic version. Please click here to order.

When Hands & Voices first started out, we were constantly asked if we really believed an organization could be unbiased about communication modes and methodology. Ten years & thousands of members later, we've proved it can be done. Here's how.

Guide By Your Side™ is a Hands & Voices program that embodies our strong values of direct peer connections and networking. It promotes self efficacy and hinders isolation by exploring our common bond, shared experiences, challenges, wisdom and insight.

Communication Considerations A to Z™ is a series from Hands & Voices that's designed to help families and the professionals working with them access information, diverse perspectives, and further resources to assist them in raising and educating children who are deaf or hard of hearing

Hands & Voices is dedicated to the development of innovative products which reflect our mission. Here are some recommendations.

8 Reasons to say YES to Early Intervention for your Child who is Deaf/Hard of Hearing.
More Info...

Find out about the positive aspects of connecting families with deaf and hard of hearing adults and community members, with suggestions for determining how to develop and access these supports in your area. More info...

Hands & Voices is proud to sponsor the Deaf Education web site, www.deafed.net, which enhances the teaching, learning and performance of children who are d/hh. Please join the 33,000+ individuals who are already registered users of the Web site. Together we CAN make a difference.

Read the latest information on current topics of interest from H&V

EHDI-PALS (Early Hearing Detection & Intervention Pediatric Audiology Links to Services) is a web based directory of information, resources and services for children with hearing loss.
more info...

Got Questions? View our 2018 / 2019 Annual Report.

more info...

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Have you ever met a Deaf or Hard of Hearing Teen or Adult in your journey of raising your own D/HH child? Check out these links to get some great insights from the experts. These documents and links are referenced in the H&V Educational Advocacy Guidebook. More Info...

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Shared by Alicia Spencer - North Carolina Hands and Voices

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Shared by Alicia Spencer - North Carolina Hands and Voices