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Description

Educational policy in the United States is increasingly focused on the need for individuals to be academically ready for postsecondary education experiences. The focus of these initiatives, however, centers primarily on individuals and their competencies and characteristics, and not on the capacities of postsecondary institutions to serve them. This article uses the lens of students who are d/Deaf or hard-of-hearing to explore ways in which college readiness can be conceptualized as overlapping continuums of preparedness for both individuals and institutions. The article first summarizes research on students who are d/Deaf or hard-of-hearing and their readiness across core domains of academic preparation, language and communication, and soft skills. The article then discusses considerations at the institutional level such as accommodations, direct vs. mediated communication, student disclosure rates, and their level of accessibility for students who have a different academic, linguistic, and cultural experience than most institutional infrastructure is designed to serve. The authors conclude with considerations for future investigation and an expansion of the dialogue around readiness and postsecondary education. 

Citation

Cawthon, S., Schoffstall, S., & Garberoglio, C. L. (2014). How ready are postsecondary institutions for students who are d/Deaf or hard-of-hearing? Educational Policy Analysis Archives, 22(13), 1–25. doi:10.14507/epaa.v22n13.2014


Related Institute

Related Project

Published Date

2014

Funding Source

U.S. Department of Education, Office of Elementary and Secondary Education

Topic

Deaf and Hard of Hearing

Type of Resource

Journal Article/Book Chapter

Audience

Higher Education Instructor
Researcher

Grade Level

Higher Education/Adult Learning