For many deaf youths, the earliest opportunity to develop self-determination takes place in the home.
Giving increased attention to personal factors, as well as metacognitive skills, may provide the necessary boost for more deaf students to persist and succeed in college.
“Successful college readiness is dependent on both the student and the institution. Individuals must be ready, and the institution needs to have the capacity to accommodate these students.”
This article investigated patterns of educational accommodations use between high school and postsecondary settings by students who are deaf and hard-of-hearing (DHH).
Designing assessments and tests is one of the more challenging aspects of creating an accessible learning environment for students who are deaf and hard of hearing.
Communication technologies are often assumed to level the playing field for individuals with disabilities, but the benefits may be magnified for deaf individuals in particular.
Deaf individuals often experience barriers such as negative attitudes, prejudice, and reduced accessibility in school and work environments.
Approximately half of students who are deaf and hard of hearing (DHH) have a co-occurring disability.
Effective self-advocacy skills have been shown to positively influence lifetime outcomes of individuals who are deaf and hard-of-hearing (DHH).