National Deaf Center on Postsecondary Outcomes’ Post

What is the solution?

Insights to be gained here

"My energy should be invested in my research and my coursework, not making sure each interpreter understands what’s going on. It’s so much to manage, sometimes I feel like I have earned a PhD in linguistics, too." Megan Majocha, a Deaf Ph.D. student, highlights the complexities of overcoming communication barriers during her science research and discusses the impact of burnout on academic pursuits. Read her story here: https://lnkd.in/gWfeWM8Z.

👩🔬In a stride toward science education accessibility, Christina Goudreau Collison is integrating sign language into her organic chemistry classes. Her approach not only benefits Deaf students but also holds promise for learners with diverse needs. 🌐 Traditionally, scientific terms pose barriers for Deaf individuals due to the absence of corresponding signs in sign languages worldwide. Christina's work at the Rochester Institute of Technology (RIT) addresses this by collaborating with Deaf students to develop clear signs for organic chemistry concepts. 🌱 Beyond aiding Deaf learners, Christina's approach shows promise for English language learners and neurodivergent students. By anchoring scientific terms with visual signs, she is cultivating an atmosphere conducive to diverse learning styles. #ScienceEducation #Inclusivity #SignLanguage #OrganicChemistry #DiversityInSTEM

"Until a few years ago, Deaf students and sign language interpreters in Christina Goudreau Collison’s chemistry class at Rochester Institute of Technology (RIT) in the US would fingerspell terms like SN 2 for a bimolecular nucleophilic substitution reaction. Now, they move their hands in a fluid movement to indicate how starting materials transform via a transition state into the final product." RIT School of Chemistry and Materials Science professor Christina Goudreau Collison and a number of students are interviewed in this article: https://lnkd.in/ei5aZurK

I'm thrilled to announce the publication of my latest research article, where I served as first author! Academic Barriers of Students with Hearing Impairment at the Undergraduate Level Abstract This study addresses the academic barriers of students with hearing impairment at a private institution. A competent generation depends on education; however, SWHI has particular hurdles in getting higher education. Communication, socialization, curriculum, instructions, learning, and support services are examined as significant factors in academic performance. The census-sampled research examines demographics including age, gender, and disability level in 41 SWHI. The researcher uses sign language interpreters to collect data. Quantitative investigations refine SWHI views on academic impediments. Detail frequency distributions and statistical tests like t-tests reveal demographic trends and variances. Communication, socialization, curriculum adaptability, and educational structural impediments were found. Library, internet, and assistive technology reduce academic challenges, according to the study. The research intends to influence policy-making to make SWHI higher education more accessible by illuminating these complexities. Keywords : Academic Barriers, Communication, Social Education, Sign Language Interpreters, Socialization, Support Services, Students with Hearing Impairment (SWHI), Higher Education Curriculum Adaptation. To access full research article, please click on link below: https://lnkd.in/dVrrjzRk

📚 [READING] If you do not know how much effort is needed to communicate when you are deaf, read the article below about the experience of a PhD student

With world-class newborn hearing screening programs and cutting-edge assistive technologies designed to provide children with access to sound and speech, it might seem that language deprivation is no longer a significant concern. Yet, for many children, it remains a critical and overlooked challenge. The issue lies in the narrow focus on speech and hearing rather than a broader emphasis on cognition and communication. This approach, while well-intentioned, has caused harm by sidelining the diverse needs of deaf and hard-of-hearing children. What’s needed is not an "either/or" approach but a "both/and" strategy—one that ensures children have access to all the tools and support they need to succeed. This includes integrating approaches that prioritize both speech and hearing alongside robust support for language and communication development. Every child deserves the opportunity to thrive, and no stone should be left unturned in achieving this goal. Language is the foundation of brain development and the bedrock of all learning. To build a strong future for all deaf and hard-of-hearing children, we must embrace a comprehensive, individualized approach that values every child’s unique needs and potential. Language delays in deaf/HOH children are preventable.

Very excited about this new chapter just published! Thank you, Luis Javier Pentón Herrera, Ph.D., for the opportunity to reflect on why and how we choose our dissertation topics in applied linguistics and education! It was a lot of fun to write this! #dissertation #assemblage #autoethnography

Why goals on following multi-step directions are problematic, what to do instead, and how to support children's language comprehension? The Informed SLP ponders these questions in their open-access column while referencing our review on evidence-based ways to support oral comprehension. Happy reading! https://lnkd.in/eupNbX6E