The badge earner has demonstrated fundamental knowledge and awareness of deaf people, their identities, and experiences. They will be able to provide examples of shared experiences of deaf people, as well as, differentiate among experiences based on identity and intersectionality. The earner has demonstrated knowledge of strategies to cultivate positive relationships with deaf people.
Association on Higher Education and Disability (AHEAD)
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Develops program services. • Maintains up-to-date knowledge of emerging issues in disability services • Evaluates program services. • Serves as an advocate for students with faculty or administrators. • Responds to inquiries from prospective students or their parents. • Communicates information regarding program services to the campus community (e.g., admissions brochure, student catalog). • Provides personal/individual counseling to students relating to disability issues. • Provides counseling/advisement to enhance student development (e.g., self-advocacy). • Serves on campus committees to develop institutional policies and procedures regarding students with disabilities. • Provides training for campus staff regarding awareness of disabilities.
Deaf Studies is a multidisciplinary field examining the social, cultural, historical, and linguistic facets of the Deaf community and the experiences of deaf or hard-of-hearing individuals.
To earn this badge, the recipient needed to: Completed a 1-hour self-paced online learning module created by the National Deaf Center on Postsecondary Outcomes. Achieve an 80% or better on post-learning assessments
Associated Online Learning Module: This badge was earned by completing the Deaf 101 module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Association on Higher Education and Disability Competency (https://www.ahead.org/professional-resources/program-competencies)
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Maintain current critical knowledge and practice to facilitate disability access in higher education • Apply appropriate student and adult development theories/practices to engage with and support students in developing appropriate and effective self-advocacy skills. • Understand the importance of continuous engagement in learning opportunities that enhance current knowledge and practical implications of disability services within higher education and applicable fields.
Deaf 101 is pre-approved for 1 CRCC Clock Hour. Approval code: 60007946421
Attitudes as Barriers for Deaf People badge image
Recipients of this badge are able to recall and explain ideas around the impact of attitudes, and other social constructs and the impact they have on deaf people in postsecondary education and training settings. Recipients have demonstrated a basic understanding of how attitudes manifest across settings, result in marginalization, and create barriers to educational advancement for deaf people.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Maintains up-to-date knowledge of emerging issues in disability services (e.g., ADD/ADHD). • Serves as an advocate for students with faculty or administrators. • Processes complaints/grievances from students. • Consults with campus personnel regarding job accommodations for faculty and campus staff with disabilities. • Provides training for faculty regarding awareness of disabilities. • Provides training for institutional administration regarding awareness of disabilities.
Diversity Awareness involves recognizing and appreciating differences in race, ethnicity, gender, age, religion, disability, and sexual orientation, as well as respecting diverse viewpoints.
Systems thinking is a methodical approach to comprehend the relationships between individual components within a broader system, aiming to forecast and impact intricate results.
Community Education involves teaching and empowering local residents to enhance their knowledge, abilities, and values for personal and communal growth in diverse areas of life.
Community outreach involves interacting with local communities to inform, involve, and build support for an organization's goals or projects.
Educational equity entails striving for fairness in education, guaranteeing equal access to resources necessary for success for all students, irrespective of their background or circumstances.
Diversity and Inclusion management involves strategic efforts to create a workplace with varied backgrounds and an inclusive environment where employees experience a sense of belonging and equality.
This badge was earned by completing the Attitudes as Barriers for Deaf People module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Maintain current critical knowledge and practice to facilitate disability access in higher education • Possess interpersonal skills that encourage strong collaborative partnerships with campus stakeholders to create and sustain a positive disability culture • Possess a philosophical approach to education rooted in an in-depth understanding of multicultural awareness and the embodiment of DEI-focused leadership
Attitudes as Barriers for Deaf People is pre-approved for 1 CRCC Clock Hour. Approval code: 60007962051
Recipients of this badge are able to recall and explain concepts related to reasonable accommodations for deaf people including effective communication and various types of accommodation options. Recipients have demonstrated an understanding of common accommodations used by deaf people in postsecondary settings.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Consults with students about appropriate individualized accommodations based upon documentation. • Arranges individualized accommodations for students (e.g., testing accommodations). • Coordinates assistants for students (e.g., notetakers, interpreters, readers). • Assists students in self-monitoring the effectiveness of accommodations. • Arranges auxiliary aides for students. • Work with individual students to identify disability-related barriers and strategies for mitigating them through design changes and accommodation. • Disability resource professionals address individual situations and support the implementation of accessibility solutions, including design changes and accommodations.
Collaboration refers to the process of cooperating with others to accomplish a shared objective, utilizing different viewpoints, abilities, and expertise via open communication and teamwork.
Higher Education Policies encompass the rules and guidelines overseeing the management, academics, student services, and ethical conduct in colleges, universities, and other tertiary education institutions.
This badge was earned by completing the Accommodations 101 module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Association on Higher Education and Disability Competencies (https://www.ahead.org/professional-resources/program-competencies)
The learning outcomes for this module aligned to meet the professional competencies of the Association on Higher Education and Disability (AHEAD): • Maintain current critical knowledge and practice to facilitate disability access in higher education
Accommodations 101 is pre-approved for 1 CRCC Clock Hour. Approval code: 60007963927
Recipients of this badge are able to justify improvements to accessibility practices on their campus by collecting data and using existing evidence to evaluate accessibility on their campus. They have demonstrated an ability to strengthen the participation and engagement of deaf students on campus by developing action plans to address areas that negatively impact participation and completion of education or training programs for deaf people.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Evaluates program services. • Consults with other campus departments regarding the needs of students (e.g., health services, residential life, admissions, counseling services). • Collaborates with physical plant to ensure modifications to campus facilities. • Collaborates with campus architects to review or plan new construction and renovations. • Consults with campus personnel regarding job accommodations for faculty and campus staff with disabilities. • Serves on campus committees addressing regulatory issues affecting students with disabilities. • Work with the campus ADA coordinator or designated group to ensure a plan is in place for the regular review of physical accessibility (e.g., facilities, new construction, and renovation, grounds) and the remediation of barriers. • Disability resource professionals share information, educate, and consult with a broad cross-section of the campus community to facilitate equity for disabled individuals in all services, programs, and activities offered by the institution.
Accessibility of Services refers to the design and provision of services that can be easily accessed and utilized by a wide range of individuals, especially accommodating persons with disabilities.
Stakeholder engagement is a strategic approach to interacting with, involving, and managing relationships with various stakeholders, promoting mutual understanding and beneficial collaboration.
To earn this badge, the recipient needed to: Complete a15 hours hybrid online learning course created by the National Deaf Center on Postsecondary Outcomes. Submit an action plan artifact to demonstrate their understanding of the course content, ability to apply knowledge, and their approach to making improvements in their context.
Associated Online Learning Module: This badge was earned by completing the Improving Campus Access Facilitated Course created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Demonstrates effective analytic and organizational skills.
Recipients of this badge are able to recall facts and explain ideas surrounding discrimination laws that ensure deaf people have an opportunity to participate in postsecondary educational programs and services. Specifically, recipients have shown an understanding of institutional responsibilities and practical applications for accessibility for deaf people in postsecondary settings
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Interprets court/government agency rulings and interpretations affecting services for students. • Provides information to students regarding their legal rights and responsibilities. • Processes complaints/grievances from students. • Serves on campus committees to develop institutional policies and procedures regarding students with disabilities. • Provides training for institutional administration regarding awareness of disabilities. • Responsible for organizing training for campus personnel regarding the legal requirements of serving students with disabilities. • Disability resource professionals are guided by a program mission, have appropriate resources to fulfill the mission, operate under practices consistent with the mission, and establish an ongoing process of assessment in achieving the mission.
Advocacy refers to the active promotion and support of a cause or policy, with the goal of shaping public opinion or government decisions.
Needs analysis is a structured method for recognizing and evaluating the differences between present circumstances and desired goals, in order to establish required actions and resources for enhancement.
This badge was earned by completing the Legal Frameworks and Responsibilities for Accessibility module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competencies of the Association on Higher Education and Disability (AHEAD): • Maintain current critical knowledge and practice to facilitate disability access in higher education
Legal Frameworks and Responsibilities for Accessibility is pre-approved for 1 CRCC Clock Hour. Approval code: 60007963926
Exploring Postsecondary System Barriers badge image
Recipients of this badge have demonstrated a basic understanding of root cause factors that influence postsecondary outcomes for deaf people. They are able to recall facts and explain basic concepts and ideas associated with identifying root causes and how they manifest as barriers for deaf people in postsecondary education and training settings.
Problem solving refers to the ability to identify, analyze, and creatively resolve issues through systematic and critical thinking, overcoming obstacles to achieve effective solutions.
Empowerment is the process of giving individuals the power and autonomy to make decisions, solve problems, and contribute meaningfully within a group or organization.
This badge was earned by completing the Discovering System Barriers and Exploring the WHY module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Maintain current critical knowledge and practice to facilitate disability access in higher education • Possess interpersonal skills that encourage strong collaborative partnerships with campus stakeholders to create and sustain a positive disability culture • Possess a philosophical approach to education rooted in an in-depth understanding of multicultural awareness
Discovering System Barriers and Exploring the WHY is pre-approved for 1 CRCC Clock Hour. Approval code: 60007963937
Recipients of this badge are able to recall and explain different types of post-production captioning and their benefits for deaf people in postsecondary education settings. Recipients have demonstrated an understanding of quality standards for captioning, how captioning meets effective communication standards, and person-centered practices to incorporate into service coordination and delivery.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Maintains up-to-date knowledge of adaptive technology. • Provides training for faculty regarding accommodations and auxiliary aides. • Determines program eligibility for services based upon documentation of a disability. • Consults with students about appropriate individualized accommodations based upon documentation. • Arranges individualized accommodations for students (e.g., testing accommodations). • Coordinates assistants for students (e.g., notetakers, interpreters, readers).
Software quality assurance is a structured method for confirming and ensuring that a software product adheres to established criteria and operates as intended prior to its release.
Technology Alignment is the strategic synchronization of a company's IT systems with its business objectives and procedures to improve performance and gain a competitive edge.
Associated Online Learning Module: This badge was earned by completing the Captioned Media 101 module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Maintain current critical knowledge and practice to facilitate disability access in higher education
Captioned Media 101 is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974164
Building Relationships with Deaf Communities
Building Relationships with Deaf Communities badge image
Recipients of this badge are able to recall facts and basic concepts central to building relationships with deaf communities. Specifically, recipients have shown an understanding of the role of community engagement in program planning as well as service delivery.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Develops program services. • Maintains up-to-date knowledge of emerging issues in disability services • Evaluates program services. • Consults with other campus departments regarding the needs of students (e.g., health services, residential life, admissions, counseling services). • Communicates information regarding program services to the campus community (e.g., admissions brochure, student catalog). • Consults with state, provincial, or community resources (e.g., rehabilitation services). • Conducts campus-wide disability awareness activities (e.g., disability awareness day). • Communicates program activities to campus community (e.g., via campus newspapers). • Conducts outreach activities for high school students (e.g., college fairs, transition workshops).
Cultural Competency Training is a structured initiative aimed at improving one's ability to comprehend, value, and interact respectfully with different cultural contexts, beliefs, and customs.
This badge was earned by completing the Building Relationships with Deaf Communities module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Possess interpersonal skills that encourage strong collaborative partnerships with campus stakeholders to create and sustain a positive disability culture
Building Relationships with Deaf Communities is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974185
Recipients of this badge are able to recall and explain how different types of speech-to-text services create access for deaf people in postsecondary education and training settings. Recipients have demonstrated an understanding of common and standard practices for implementing speech-to-text services and person-centered practices to incorporate into service coordination and delivery.
Project coordination entails managing tasks, resources, and stakeholders to ensure a project's successful and timely completion while adhering to scope and budget constraints.
Technology Solutions represent the strategies and tools used to efficiently and effectively develop and manage systems or applications, addressing intricate technical problems.
This badge was earned by completing the Speech-to-text 101 module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Speech to Text 101 is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974171
Intro. to Sign Language Interpreting Services
Intro. to Sign Language Interpreting Services badge image
Recipients of this badge can recall and explain components of sign language interpreting services in education and training settings. They will be able to locate and secure qualified sign language interpreters, implement person-centered services, and support the implementation of standard practices for sign language interpreting services.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Consults with students about appropriate individualized accommodations based upon documentation. • Arranges individualized accommodations for students (e.g., testing accommodations). • Coordinates assistants for students (e.g., notetakers, interpreters, readers). • Assists students in self-monitoring the effectiveness of accommodations. • Arranges auxiliary aides for students.
Service Planning refers to the strategic design and coordination of processes, resources, and customer touchpoints to provide high-quality, efficient services that meet organizational and user needs.
Service management entails planning, providing, monitoring, and enhancing services to fulfill business goals and ensure customer contentment.
Adaptability refers to the ability to adjust to new situations, accept change, and quickly learn new skills when faced with changing circumstances or challenges.
This badge was earned by completing the Introduction to Sign Language Interpreting Services module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module
Introduction to Interpreting Services is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974178
Intro. to Remote Accessibility Services badge image
Recipients of this badge are able to recall and explain how remote services create accessibility experiences for deaf people in education or training settings. Recipients have demonstrated an understanding of remote services available, considerations and standard practices for implementing remote services, and how to provide services in a way that ensures a positive experience for deaf people.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Develops program services. • Evaluates program services. • Consults with other campus departments regarding the needs of students (e.g., health services, residential life, admissions, counseling services). • Disability resource professionals share information, educate, and consult with a broad cross section of the campus community to facilitate equity for disabled individuals in all services, programs, and activities offered by the institution. • Disability resource professionals address individual situations and support the implementation of accessibility solutions, including design changes and accommodations.
Data management refers to the systematic handling of data, involving its collection, storage, organization, and preservation of accuracy and security, enabling efficient retrieval and analysis.
Remote access support services provide expert help for users to connect to networks or computers remotely, ensuring secure and effective connectivity for remote work or troubleshooting.
Provisioning services encompasses the setup and administration of a company's resource and service distribution to users and systems, covering aspects like software access, network resources, and user permissions.
To earn this badge, the recipient needed to: Completed a 1-hour self-paced online learning module created by the National Deaf Center on Postsecondary Outcomes. Achieve an 80% or better on post-learning assessments.
This badge was earned by completing the Introduction to Remote Services module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module
Introduction to Remote Services is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974179
Online Access for Deaf People badge image
The badge earner has demonstrated fundamental knowledge and awareness of practices related to creating accessible online engagements and experiences for deaf people. They will be able to describe how universal design concepts apply to experiences for deaf people, how to plan for accommodations for online learning and other virtual experiences, and essential considerations for inclusive practices to reduce barriers during online engagements.
inclusive practices for deaf participants
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Develops program services. • Evaluates program services. • Consults with other campus departments regarding the needs of students (e.g., health services, residential life, admissions, counseling services). • Disability resource professionals share information, educate, and consult with a broad cross section of the campus community to facilitate equity for disabled individuals in all services, programs, and activities offered by the institution.
Universal design is the process of creating products, environments, and systems that are accessible and usable by everyone, regardless of age, ability, or background, without adaptation.
Assistive Technology is software or hardware that enables individuals with disabilities to interact with digital information and perform tasks with greater autonomy.
This badge was earned by completing the Designing Accessible Online Experiences for Deaf People module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Designing Accessible Online Experiences for Deaf People is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974168
Transforming Systems to Improve Experiences for Deaf People
Transforming Systems to Improve Experiences for Deaf People badge image
The badge earner has demonstrated fundamental knowledge and understanding of systems transformation theory to improve experiences for deaf people. They will be able to describe components of systems that must be addressed to implement sustainable systemic change. Earners will also be able to provide examples of the impact of inequities and promote dialog to examine existing practices using a systems lens.
Critical thinking refers to the skill of impartially assessing and evaluating information to make a well-informed decision, characterized by skepticism and scrutiny of assumed facts.
Development Support encompasses tools, documentation, mentoring, and troubleshooting to improve the efficiency and quality of software or product development processes.
Research consists of methodical examination and analysis of data or resources to uncover factual information and draw new conclusions through critical evaluation.
The badge earner has completed a 1-hour self-paced online learning module and satisfactorily passed a post-learning assessment.
This badge was earned by completing the Transformings systems to improves experiences for deaf people module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Transforming Systems to improve experiences for deaf people is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974167
Accessibility Practices for Deaf Students Certificate
Accessibility Practices for Deaf Students Certificate badge image
Congratulations! Recipients of this badge have completed NDC's professional certificate track for Disability Service professionals in postsecondary education and training settings. Recipients have an increased capacity to serve deaf students. The earner has acquired the knowledge, skills, and abilities to evaluate current practices, create plans to improve existing practices, and/or establish new practices t to ensure the participation of deaf students on their respective campuses.
To earn this badge, the recipient needed to: (1) Complete 35 clock hours of engagement required by NDC's certificate track for Disability Service Providers. (2) Achieve an 80% or better on post-learning assessments (3) Submitted artifacts demonstrating knowledge gained by engaging in activities and their ability to evaluate and implement concepts learned into practice. (4) Earn all pre-requisite badges identified along the learning pathway.
Upon completion of this certificate program, participants will have an increased individual and institutional capacity to: (1) examine structural inequities and operations within systems (policies and practices) identify problem areas, and plan for sustainable improvements. (2) implement evidence-based practices and strategies in a manner that centers the experience of deaf people (3) promote equity-mindedness and accessibility frameworks that improve postsecondary outcomes and experiences for deaf students. (4) effectively use technology to plan for access and accommodations for current and future deaf students or visitors.
Achievement Unlocked! Recipients have earned a level 3 reward. This step is an opportunity to strengthen their ability to create, implement, and scale up accessibility services to ensure equitable participation in a range of postsecondary programs and activities. The badge earner has learned (1) a range of evidence-driven accessibility practices and strategies, (2) to implement person-centered accessibility practices to ensure equitable experiences for deaf people, and (3) effectively use technology to increase access to programs and services for deaf people.
To earn this badge, the recipient needed to: 1. Completed at least 15, 1-hour self-paced online learning modules related to accommodations and accessibility practices created by the National Deaf Center on Postsecondary Outcomes, 2. Achieve an 80% or better on post-learning assessments, 3. Meet all prerequisite requirements and earn all related badges.
This badge was earned by successfully completing the final of three levels of achievement. This milestone is a reward within the NDC Professional Certificate Program for Disability Service Providers. All modules at this step address knowledge in the category of accessibility practices.
Accessible Instruction 1: Using UDL to Teach Deaf Students Online
Accessible Instruction 1: Using UDL to Teach Deaf Students Online badge image
Recipients of this badge are able to recall and explain the basic principles of Universal Design for Learning (UDL). Recipients also have demonstrated a basic understanding of how the UDL framework provides a foundation for creating inclusive learning experiences for deaf learners online.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Provides training for faculty regarding awareness of disabilities. • Responsible for organizing training for campus personnel regarding the legal requirements of serving students with disabilities. • Provides training for faculty regarding accommodations and auxiliary aides.
Instructional Design is the structured creation of learning materials and courses, aiming to improve engagement and learning by organizing content effectively, employing appropriate instruction strategies, and implementing assessment techniques.
Digital content refers to the production and oversight of textual, visual, and multimedia materials designed to captivate users and convey brand messages through internet-based channels.
This badge was earned by completing the Using UDL Principles for Teaching Deaf Students Online module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Possess necessary skills and aptitude to develop educational materials and trainings for the campus community • Understand the importance of continuous engagement in learning opportunities that enhance current knowledge and practical implications of disability services within higher education and applicable fields.
Using UDL Principles for Teaching Deaf Students Online is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974193
Accessible Instruction and Settings for Deaf Students
Accessible Instruction and Settings for Deaf Students badge image
Recipients of this badge are able to implement strategies, tips, and resources to increase accessibility in classroom instruction and environment. They are able to describe the key elements of an accessible and inclusive learning environment and identify instructional strategies for fostering inclusion, meaningful learning, and active engagement for deaf students. Badge recipients are also able to identify strategies to increase deaf students’ ability to engage and interact with peers and faculty.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Consults with faculty regarding the instructional needs of students. • Provides training for faculty regarding awareness of disabilities. • Provides training for faculty regarding accommodations and auxiliary aides. • Consult with faculty members to mitigate disability-related barriers for individual students through design strategies and reasonable accommodations. • Disability resource professionals address individual situations and support the implementation of accessibility solutions, including design changes and accommodations.
Cultural Sensitivity refers to being aware of and respectfully considering cultural variations while effectively engaging with individuals from diverse backgrounds.
Data analysis involves examining, cleaning, transforming, and modeling data to reveal valuable insights, inform decisions, and support conclusions.
Supporting Accessible Learning Environments and Instruction for Deaf Students is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974134
Testing Experiences for Deaf Students badge image
The purpose of this e-learning course is to provide professionals with a framework for discerning challenges in testing circumstances for deaf individuals, while also obtaining essential information to improve test-taking for deaf individuals.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Provides training for faculty regarding awareness of disabilities. • Consults with faculty regarding the instructional needs of students. • Provides training for faculty regarding accommodations and auxiliary aides. • Coordinates assistants for students (e.g., notetakers, interpreters, readers).
Ethical Standards and Conduct encompass the moral principles and actions that promote honesty, fairness, and integrity in both personal and professional contexts, adhering to legal and ethical codes.
Communication is the process of exchanging thoughts, data, and emotions via speech, writing, and non-verbal cues, promoting comprehension and productive cooperation.
Academic Accommodation Plans are strategies designed to support students with disabilities by modifying teaching methods, assessments, and learning environments to enhance their educational experience and success.
The badge earner has successfully completed a 1-hour self-paced learning module and satisfactorily passed a post-learning assessment.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Possess necessary skills and aptitude to develop educational materials and trainings for the campus community. • Understand the importance of continuous engagement in learning opportunities that enhance current knowledge and practical implications of disability services within higher education and applicable fields.
Test Experiences for Deaf Students is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974158
NOT IN USE!!!! Test Equity Concepts: Level 2
This course provides concrete strategies to improve test equity and measurement for deaf students. How can applying Universal Design principles improve equity? How is bias related to test equity and what can test developers do to make advances in fair testing? What role can accommodations play in improving test equity and what are the limitations of accommodations? This course digs deeper into what test equity means for deaf students. Participants in the course will: Demonstrate understanding of how Universal Design applies to test design and administration Identify characteristics of a fair test and sources of potential biases in test design Demonstrate understanding of when and how accommodations improve test equity Identify key aspects of test access and test validity for deaf students
NOT IN USE: Accessible Instruction for Deaf Students: Level 2
Instructional Strategies is an opportunity to provide instructors with strategies, tips, and resources to increase accessibility in their classroom. The content within the course addresses challenges with traditional pedagogy that create barriers for student engagement and incidental learning for deaf students. The recommended adaptations would not only enhance the learning environment and experience for deaf students, but many other students including visual learners, English language learners, veterans with hearing loss, late-deafened and active learners. This is just good teaching. This course contains three modules: Module one explores classroom spaces and how to support the use of accommodations such as interpreters, speech-to-text services, assistive listening devices, and note-taking. Module two focuses on creating a community of learners through accessible teaching strategies and ensuring student engagement. Module three will be centered around the implementation of teaching strategies from the previous module that will strengthen the learning experience for deaf students overall.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Possess the necessary skills and aptitude to develop educational materials and training for the campus community. • Understand the importance of continuous engagement in learning opportunities that enhance current knowledge and practical implications of disability services within higher education and applicable fields.
Recipients of this badge are able to describe types of assistive listening systems used across a variety of settings. They recognize institutional, instructional, and student responsibilities regarding the use of assistive listening devices and systems. In addition, badge recipients are able to able to state the process of implementing an interactive and person centered accommodations request process.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Arranges auxiliary aides for students. • Maintains up-to-date knowledge of adaptive technology. • Provides training for faculty regarding accommodations and auxiliary aides. • Determines program eligibility for services based upon documentation of a disability. • Consults with students about appropriate individualized accommodations based upon documentation. • Arranges individualized accommodations for students (e.g., testing accommodations). • Coordinates assistants for students (e.g., notetakers, interpreters, readers). • Maintains up-to-date knowledge of adaptive technology.
Introduction to Assistive Learning Devices and Systems is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974125
OnDemand Webinar: Assistive Listening Systems
OnDemand Webinar: Assistive Listening Systems badge image
Recipients of this badge are able to use the information shared to execute and implement evidence-driven accessibility practices and strategies. Using the information provided they are able to differentiate among assistive listening systems, participate in dialogs about assistive listening systems, and use the information provided to offer reasonable solutions to solve accessibility issues for students and visitors on their campuses.
implementing assistive listening solutions
Systems implementation refers to the installation and setup of new software or hardware in a company, involving configuration, testing, and deployment to enhance productivity or replace old systems.
Management skills refer to the abilities required for successful leadership, including guiding teams, optimizing resources, strategic planning, and decision-making to accomplish organizational objectives.
Solutions-oriented refers to people skilled at recognizing issues and implementing workable, efficient, and inventive solutions, prioritizing practicability and outcome-focused approaches.
To earn this badge, the recipient needed to: 1. Watch a 1-hour webinar recording presented by the National Deaf Center on Postsecondary Outcomes, 2. Achieve a total score of 80% or better on learning assessments within the module, 3. Post a response to a prompt provided demonstrating their ability to differentiate between current practices and evidence-driven accessibility practices.
This module is a recorded webinar hosted by NDC. This presentation was an introductory session presented by Dr. Sarah Sparks in partnership with NDC. The webinar was designed to increase knowledge and awareness of the variety of assistive listening devices. Participants learned the fundamentals of assistive listening devices and gained knowledge essential to making informed decisions about accommodations with deaf people. By the end of this session, participants will be able to: 1. List at least three kinds of assistive listening technologies, 2. describe at least two challenges with compatibility for assistive listening devices and personal hearing devices, 3. Describe at least two challenges that deaf students may experience with assistive listening equipment in the classroom.
OnDemand Webinar: What are Assistive Listening Systems is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974141
OnDemand Webinar: Accessibility Preparations for Deaf Students
OnDemand Webinar: Accessibility Preparations for Deaf Students badge image
Recipients of this badge are able to use the information shared to execute and implement evidence-driven accessibility practices and strategies that center the experiences of deaf students. Using the information provided they are able to compare and contrast current practices, then offer reasonable solutions to prepare, coordinate, and evaluate accessibility services and accommodations.
The learning outcomes for this webinar are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Communicates information regarding program activities and services to students. • Assists students in self-monitoring the effectiveness of accommodations. • Responds to inquiries from prospective students or their parents. • Consults with students about appropriate individualized accommodations based upon documentation. • Provides information to students regarding their legal rights and responsibilities. • Disability resource professionals address individual situations and support the implementation of accessibility solutions, including design changes and accommodations.
This module is a recorded webinar hosted by NDC. This presentation provided guidance on preparing and planning for accessibility for deaf college students. The presenters offered recommendations on ‘the interactive process’ or accommodation planning meetings, common accommodations used, and tips from NDC’s Help Team to assist institutions with preparing for the start of a new semester. By the end of the presentation, participants will be able to: (1) explain the purpose and 5 key components of “effective communication” as defined by U.S. Department of Justice (2) conduct accommodation interviews in partnership with the deaf student, (3) effectively implement at least 2 practices for commonly used accommodations for deaf people in postsecondary settings.
The learning outcomes for this webinar are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Apply appropriate student and adult development theories/practices to engage with and support students in developing appropriate and effective self-advocacy skills.
OnDemand Webinar: Preparing Access Services for Deaf College Students is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974139
OnDemand Webinar: Accessible Graduation for Deaf Participants
OnDemand Webinar: Accessible Graduation for Deaf Participants badge image
Recipients of this badge are able to use the information shared to execute and implement evidence-driven accessibility practices and strategies. Using the information provided they are able to compare and contrast current practices, then offer reasonable solutions to solve accessibility issues during graduation or commencement ceremonies.
evidence-driven accessibility strategies
The learning outcomes for this webinar are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Collaborates with the physical plant to ensure modifications to campus facilities. • Compiles reports on program activities/services. • Communicates program activities, services, and outcomes to institutional administrators.
Budgeting refers to the process of planning and managing finances, predicting income and expenditures, and directing spending to effectively accomplish financial goals.
Resource Management refers to the strategic handling and supervision of an organization's assets, with the aim of maximizing efficiency, productivity, and goal accomplishment.
Leadership is the capacity to direct, encourage, and influence a team towards attaining shared objectives, creating a cooperative, responsible, and creative atmosphere.
This module is a recorded webinar hosted by NDC. This presentation described essential components of coordinating accommodations to support the wide range of communication needs, including deaf graduates and audience members. Participants obtained planning tips, tools, strategies, as well as, solutions to ensure the graduation event is accessible both in person and online. By the end of this presentation, participants will be able to: (1) Identify resources and relationships necessary to plan accessibility into graduation ceremonies, (2) Explore accommodation, auxiliary aid, and/or technology options commonly used at graduation in person and online, (3) Create a plan for upcoming graduation ceremonies using tips, strategies, and tools provided by National Deaf Center.
The learning outcomes for this webinar are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Demonstrates effective analytic and organizational skills.
OnDemand Webinar: Commencement for All: Making Graduation Accessible is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974151
Achievement Unlocked! Recipients have earned a level 2 reward. This step is an opportunity to expand knowledge and awareness of accommodations and accessibility practices. The badge earner has learned (1) a range of evidence-driven accessibility practices and strategies, (2) to implement person-centered accessibility practices to ensure equitable experiences for deaf people, and (3) effectively use technology to increase access to programs and services for deaf people.
To earn this badge, the recipient needed to: 1. Completed at least 10, 1-hour self-paced online learning modules related to accommodations and accessibility practices created by the National Deaf Center on Postsecondary Outcomes, 2. Achieve an 80% or better on post-learning assessments 3. Meet all prerequisite requirements and earn all related badges.
This badge was earned by successfully completing the second of three levels of achievement. This milestone is a reward within the NDC Professional Certificate Program for Disability Service Providers in postsecondary education or training settings. All modules at this step address knowledge in the category of accessibility practices.
Achievement Unlocked! Recipients have earned a level 1 reward. This step sets the groundwork for further exploration and learning. The topics and content introduce essential underlying concepts and content necessary to ensure quality and effective access to services. The badge earner has shown awareness of (1) diverse postsecondary and life experiences of deaf people and deaf communities, (2) root causes and system barriers impacting enrollment, persistence, and completion of postsecondary education and training for deaf people, (3) legal responsibilities for accessibility, and (4) systems transformation theory.
To earn this badge, the recipient needed to: 1. Completed (5) 1-hour self-paced online learning modules created by the National Deaf Center on Postsecondary Outcomes, 2. Achieve an 80% or better on post-learning assessments
This badge was earned by successfully completing the first of three levels of achievement. This milestone is a reward within the NDC Professional Certificate Program for Disability Service Providers in postsecondary education or training settings. All modules at this step address all learning categories: deaf awareness, systems knowledge, or accessibility practices.
OnDemand Webinar: Auto Captioning badge image
Recipients of this badge are able to use the information shared to differentiate among different speech-to-text services for deaf people. Using the information provided they are able to evaluate current practices and offer reasonable solutions to solve accessibility issues to ensure participation for deaf people in available programs and services.
The learning outcomes for this webinar are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Determines program eligibility for services based upon documentation of a disability. • Consults with students about appropriate individualized accommodations based upon documentation. • Arranges individualized accommodations for students (e.g., testing accommodations). • Coordinates assistants for students (e.g., notetakers, interpreters, readers). • Assists students in self-monitoring the effectiveness of accommodations. • Maintains up-to-date knowledge of adaptive technology.
Troubleshooting is a methodical approach to identifying, analyzing, and fixing problems in equipment, systems, or software, with the goal of restoring proper functioning.
This module is a recorded webinar hosted by NDC. This presentation responded to commonly asked questions about Automatic Speech Recognition use in educational settings. Presenters addressed topics including effective communication, subjective experience, and institutional responsibility along with practical uses of ASR technology. By the end of this session, participants will be able to: 1. Define “effective communication” as described in the Americans with Disabilities Act (ADA). 2. Compare automatic speech recognition versus speech-to-text professionals 3. Differentiate between CART, C-Print, and TypeWell services 4. Respond to practical scenarios to determine whether ASR should be used or not
The learning outcomes for this webinar are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Maintain current critical knowledge and practice to facilitate disability access in higher education
ODW: Does Auto Captioning Effectively Accommodate Deaf People is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974688
Recipients of this badge are able to recall and explain key components for coordinating accommodations and services for deaf students in education and training settings. Recipients have demonstrated an understanding of how to prepare and coordinate access services including policies and practices that are centered on the deaf students' experience.
policies and practices for deaf students
accessibility policies for deaf students
Policy development refers to the creation and execution of guidelines, through research and writing, to direct an organization's choices and behavior towards attaining its objectives.
This badge was earned by completing the Introduction to Coordinating Deaf Services module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Coordinating Deaf Services for Deaf Students is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974154
Evaluating and Managing Accommodations Using Data
Evaluating and Managing Accommodations Using Data badge image
Recipients of this badge have the knowledge and capacity to use evidence-based practices to evaluate and manage accommodations. They have demonstrated the ability to use data to evaluate the effectiveness of accommodations, make incremental adjustments, and engage deaf students throughout the process.
accommodation monitoring and improvement
Educational Assessment is the organized procedure of recording, analyzing, and applying factual information to gauge learning, abilities, attitudes, and convictions within an educational environment.
Student engagement refers to the cultivation of learners' involvement, eagerness, and commitment, encouraging authentic connections and a personal investment in their schooling.
To earn this badge, the recipient needed to: Complete a (15) hours hybrid online learning course created by the National Deaf Center on Postsecondary Outcomes. Submit an action plan artifact to demonstrate their understanding of the course content, ability to apply knowledge, and their approach to making improvements in their context.
Associated Online Learning Module: This badge was earned by completing the Advanced Practices in Coordinating Deaf Services: Evaluating and Managing Accommodations Using Data facilitated course created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
OnDemand Webinar: For Deaf People by Deaf People
OnDemand Webinar: For Deaf People by Deaf People badge image
Recipients of this badge demonstrate an ability to comprehend and appreciate local experiences within the deaf community. They also possess the knowledge to discuss the importance of deaf-led initiatives in driving systemic change. Recipients of this badge acknowledge the crucial role of centering deaf individuals in decision-making processes, recognizing their unique perspectives and needs. They are aware of the essential elements of deaf-led community projects, enabling them to contribute effectively to such initiatives and promote the empowerment and advancement of the deaf community.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): -Develops program services. -Maintains up-to-date knowledge of emerging issues in disability services -Evaluates program services. -Consults with other campus departments regarding the needs of students (e.g., health services, residential life, admissions, counseling services). -Communicates information regarding program services to the campus community (e.g., admissions brochure, student catalog). -Consults with state, provincial, or community resources (e.g., rehabilitation services). -Conducts campus-wide disability awareness activities (e.g., disability awareness day). -Communicates program activities to the campus community (e.g., via campus newspapers). -Conducts outreach activities for high school students (e.g., college fairs, transition workshops).
Cultural Safety refers to the establishment of an inclusive environment that respects diverse cultural backgrounds, ensuring individuals feel secure and welcomed without experiencing harm or isolation.
Strategic thinking is the capacity to evaluate intricate scenarios, foresee future possibilities, and create long-term strategies for attaining objectives, all while adjusting to shifting conditions and incorporating varied inputs.
This module is a recorded webinar hosted by NDC. This presentation described essential components of Decisions and mandates that affect the lives of deaf people are made every day without involving deaf people. This practice sustains systematic marginalization and barriers to advancement for deaf people in both education and employment settings. The National Deaf Center for Postsecondary Outcomes (NDC) has been working to change that. Through the Engage for Change | local project, community- and deaf-led dialogs have helped grassroots and local leaders strengthen community connections and build systemic change from the bottom to the top. Following the release of Leading the Way: Eight Strategies for Deaf Communities to Enact System Change, this live panel showcases community members who were part of Engage for Change | local projects in their local communities. This panel is an opportunity to learn more about EFC| local experiences and to discuss the significance of deaf led in systemic change. Participants will gain an understanding of centering deaf people in decision-making as well as learn key elements of deaf-led community projects.
The learning outcomes for this webinar are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): -Possess interpersonal skills that encourage strong collaborative partnerships with campus stakeholders to create and sustain a positive disability culture -Understand the importance of continuous engagement in learning opportunities that enhance current knowledge and practical implications of disability services within higher education and applicable fields. -Apply appropriate student and adult development theories/practices to engage with and support students in developing appropriate and effective self-advocacy skills.
ODW: For Deaf People by Deaf People is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974674
OnDemand Webinar: Deaf-Led Practices badge image
Recipients of this badge possess a deep understanding of the significance of prioritizing deaf individuals in decision-making processes and driving systemic change. They recognize the importance of involving and valuing the perspectives and experiences of deaf people as a driving factor in systems change. They will be able to discuss the components of incorporating an evidence-based systems change model that is led by communities. By centering deaf individuals in decision-making, badge recipients promote meaningful participation in all aspects of society.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): -Disability resource professionals share information, educate, and consult with a broad cross-section of the campus community to facilitate equity for disabled individuals in all services, programs, and activities offered by the institution. -Serves on campus committees addressing regulatory issues affecting students with disabilities.
Evidence-based practice involves combining clinical expertise, patient preferences, and up-to-date research to make informed decisions in professional environments.
This module is a recorded webinar hosted by NDC. This presentation described essential components of Centering deaf people in decision-making and systemic change that can lead to increased employment opportunities and improvements to the educational settings. As part of NDC’s diversity, equity, and inclusion work, the importance of deaf representation, their experiences, and the different levels of engagement with deaf communities will be shared.
The learning outcomes for this webinar are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): -Apply appropriate student and adult development theories/practices to engage with and support students in developing appropriate and effective self-advocacy skills.
ODW: Deaf People Leading the Way is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974698
OnDemand Webinar: Mentoring Deaf Youth badge image
Recipients of this badge are able to understand the benefits of mentoring, identify key considerations when coordinating mentoring experiences, and share strategies for effective mentoring practices.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): -Develops program services. -Evaluates program services. -Consults with other campus departments regarding the needs of students (e.g., health services, residential life, admissions, counseling services).
Decision making is the logical, systematic process of assessing information, considering options, and selecting a course of action to attain intended results.
Emotional intelligence is the ability to recognize, control, and utilize one's emotions to effectively interact with others and overcome obstacles.
Empathy is the capacity to comprehend and relate to the emotions of others, promoting caring relationships and successful communication.
This module is a recorded webinar hosted by NDC. This presentation described essential components of Mentoring opportunities that offer valuable experiences that contribute to personal, academic, and career development for deaf youth. Yet, the number of opportunities or experiences for mentoring is limited. In many ways, deaf youth experience isolation and have limited opportunities to interact with peers or deaf role models. Research suggests significant positive benefits of having a mentor, particularly when the mentor has aspects in common with the mentee and cultivates that connection. Positive mentoring experiences are mutually beneficial and have a lasting influence on the mentee, mentor, and even the mentee’s family members. Unfortunately, there is a lack of programs, people, and opportunities for deaf youth to gain mentoring experiences. This panel is an opportunity to explore the benefits of mentoring, identify key considerations when coordinating mentoring experiences, and share strategies for effective mentoring practices.
ODW: Mentoring Deaf Youth is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974666
Recipients of this badge are able to identify types of data sources available and explain how data can be used to enhance access efforts. Recipients have demonstrated an understanding of the role data plays in decision-making, as well as the value of using data to guide the investment of limited time and resources.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): - Working with campus or community personnel and agencies regarding students with disabilities or disability issues. -Providing training and expertise regarding disability issues to members of the campus community. -Responsibilities related to the administration or management of the office serving students with disabilities.
This badge was earned by completing the Data-Driven Decision Making: Why Does it Matter? module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): - Apply appropriate student and adult development theories/practices to engage with and support students in developing appropriate and effective self-advocacy skills. -Possess interpersonal skills that encourage strong collaborative partnerships with campus stakeholders to create and sustain a positive disability culture -Possess the necessary skills and aptitude to develop educational materials and training for the campus community -Understand the importance of continuous engagement in learning opportunities that enhance current knowledge and practical implications of disability services within higher education and applicable fields.
Data-Driven Decision Making: Why Does it Matter is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974130
Recipients of this badge are able to describe the fundamental aspects of work-based learning programs and explain how they align with the framework of federally defined Pre-Employment Transition Services (Pre-ETS). Recipients have demonstrated an understanding of the key components of successful work-based learning programs as well as the activities that can be incorporated into such programs.
pre-employment transition services (pre-ets)
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): -Develops program services. -Evaluates program services. -Consults with state, provincial, or community resources (e.g., rehabilitation services). -Maintains up-to-date knowledge of emerging issues in disability services
Program development is the organized creation and execution of planned sets of actions or structures to accomplish designated objectives within a group or society.
Program Management Professional is a certification verifying advanced skills in managing complex programs, aligning with strategic goals and utilizing resources efficiently in diverse and dynamic environments.
Education planning consists of structuring curriculum, teaching techniques, and evaluation measures to accomplish educational goals and accommodate various pupil requirements and aspirations.
Policy Proposal is a systematic approach to creating and presenting strategies aimed at influencing organizational choices, addressing problems, or advancing enhancements in particular domains.
This badge was earned by completing the Work-Based Learning module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): -Possess the necessary skills and aptitude to develop educational materials and training for the campus community -Apply appropriate student and adult development theories/practices to engage with and support students in developing appropriate and effective self-advocacy skills. -Understand the importance of continuous engagement in learning opportunities that enhance current knowledge and practical implications of disability services within higher education and applicable fields.
Recipients of this badge are able to describe the benefits of summer programming for deaf youth and state key considerations of the planning process when developing summer programs. Recipients have demonstrated an understanding of the components of successful summer programs and are able to share some examples.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): -Develops program services. -Evaluates program services.
Structural Assessment entails examining and evaluating the integrity of structures, such as buildings and bridges, through inspections, calculations, and reporting to guarantee safety and compliance.
This badge was earned by completing the Summer Programs Planning module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): -Demonstrates effective analytic and organizational skills.
Summer Programs for Deaf Youth: Stories and Strategies is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974127
Recipients of this badge are able to discuss key research points on the benefits of mentoring for deaf youth, identify components of effective mentoring experiences, and recognize strategies to overcome challenges that hinder mentoring opportunities. Recipients have demonstrated an understanding of strategies to strengthen existing mentoring programs and the importance of pairing mentorees with mentors who share at least one of their identities. This module provides valuable information and resources for professionals planning mentoring programs and for Deaf mentors looking to establish or enhance mentoring initiatives, with considerations for sharing insights with families of deaf youth.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): -Providing services directly to students or acting on behalf of students with members of the campus community. -Serves as an advocate for students with faculty or administrators. -Provides information to students regarding their legal rights and responsibilities. -
Mentoring involves providing guidance, knowledge, and emotional support to aid others in their personal or professional growth.
Peer mentoring is a structured relationship where individuals with similar status provide knowledge, experience, and support to foster personal and professional development.
Youth mentoring is a process where an experienced individual provides guidance, support, and personal development assistance to young people, helping them navigate various aspects of life.
Deaf Culture refers to the collective customs, values, art, language, and identity of groups who view deafness as a unique lifestyle instead of a disability.
This badge was earned by completing theEffective Mentoring for Deaf People module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): -Promote initiatives that eliminate bias; address the necessity to remove systemic barriers -Consistently and intentionally amplify the lived experiences and honor identities of disabled individuals -Engage in mentorship opportunities (both as mentor and mentee) with colleagues across the nation to promote a spirit of continuous learning, personal/professional support, and community building
Effective Mentoring for Deaf People is pre-approved for 1 CRCC Clock Hour. Approval code: 60007992587
OnDemand Webinar: Centralized Systems badge image
Recipients of this badge are able to use the information shared to execute and implement evidence-driven accessibility practices and strategies. Using the information provided they are able to improve campus-wide access for deaf students by modeling a centralized system approach to services.
The learning outcomes for this webinar are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): -Communicates program activities, services, and outcomes to institutional administrators. -Assists students in self-monitoring the effectiveness of accommodations. -Responds to inquiries from prospective students or their parents. -Consults with students about appropriate individualized accommodations based on documentation. -Provides information to students regarding their legal rights and responsibilities. -Disability resource professionals address individual situations and support the implementation of accessibility solutions, including design changes and accommodations.
To earn this badge, the recipient needed to: 1. Watch a 1-hour webinar recording presented by the National Deaf Center on Postsecondary Outcomes 2. Achieve a total score of 80% or better on learning assessments within the module, 3. Post a response to a prompt provided demonstrating their ability to differentiate between current practices and evidence-driven accessibility practices.
This presentation is designed to help higher education professionals learn more about practices to improve campus-wide access for deaf students by modeling a centralized system approach. While more than 200,000 deaf students attend colleges nationwide, colleges and universities are often not prepared to support deaf students at all levels of the college experience. Centralized systems, policies, and procedures can benefit schools by creating practical approaches that reduce potential gaps in a student’s education, avoid legal ramifications, and support the inclusion of diverse student populations. Join the National Deaf Center and the National Association of the Deaf to learn more about strategies that your school can implement to cultivate #DeafSuccess!
ODW: Centralized System that Promote is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974671
Recipients of this badge are able to........... Recipients have demonstrated an understanding.......
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD):
This badge was earned by completing the module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module aligned to meet the professional competencies of the Association on Higher Education and Disability (AHEAD):
Recipients of this badge are able to describe ........ Recipients have demonstrated an understanding of the components of successful.........
This badge was earned by completing the Study Abroad module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD):
Finding Data about Deaf People badge image
Recipients of this badge have demonstrated an understanding of the available resources to locate current data about deaf people. Recipients of this badge can describe some of the information collected through the American Community Survey and navigate NDC's data dashboard to find specific data about deaf people. In addition, badge recipients are able to access the American Community Survey and Current Population Survey Public Use Microdata Sample files and create custom tables of data.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): -Compiles reports on program activities/services. -Assists students in self-monitoring the effectiveness of accommodations. -Evaluates program services.
Data collection is the methodical process of obtaining, assessing, and interpreting both numerical and descriptive information to enhance understanding and decision-making in diverse areas.
Data Visualization is the process of converting data into visual forms like charts, graphs, and maps to effectively communicate information.
Navigational Database is a traditional database model that enables data retrieval along predefined paths, employing pointers to traverse connections among records in a network-like structure.
This badge was earned by completing the Finding Data about Deaf People module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): -Demonstrates effective analytic and organizational skills. -Maintain current critical knowledge and practice to facilitate disability access in higher education
Finding Data about Deaf People is pre-approved for 1 CRCC Clock Hour. Approval code: 60007974704
Collecting Data from the Community badge image
Recipients of this badge are able to identify types of data that can be collected and explain why, what, and how of collecting data from the deaf community. Recipients have demonstrated an understanding of the role data plays in decision-making, common approaches to collecting data, and considerations of applying the framework in the data collection, analysis, and dissemination processes.
Ethical Research entails upholding moral principles and professional standards during investigations, safeguarding integrity, human rights, and responsible data management for knowledge acquisition.
This badge was earned by completing the Collecting Data from the Commmunity module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): -Demonstrates effective analytic and organizational skills. -Possess the necessary skills and aptitude to develop educational materials and training for the campus community
Recipients of this badge are able to ..... Recipients have demonstrated an understanding of....
This badge was earned by completing the Internship/Fieldwork module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Recipients of this badge completed the Note Taking as an Accommodation module, which focused on increasing awareness of note taking as a critical support for deaf students in higher education. The badge earner has demonstrated the ability to explain the unique needs of deaf students, recognize the benefits of note taking as an accommodation, identify common note taking practices, apply practical strategies across academic settings, and use person-centered approaches to tailor note taking support to individual student needs.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): -Responsibilities related to the administration or management of the office serving students with disabilities. -Providing services directly to students or acting on behalf of students with members of the campus community.
Learning Design refers to the structured development of educational programs, ensuring that objectives, teaching methods, evaluations, and resources are coordinated to enhance learning experiences and results.
This badge was earned by completing the Notetaking as an Accommodation module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module aligned to meet the professional competencies of the Association on Higher Education and Disability (AHEAD): -Maintain current critical knowledge and practice to facilitate disability access in higher education -Apply appropriate student and adult development theories/practices to engage with and support students in developing appropriate and effective self-advocacy skills. -Possess necessary skills and aptitude to develop educational materials and trainings for the campus community
Notetaking is pre-approved for 1 CRCC Clock Hour. Approval code: 60007993710.
Planning and Hosting Community Conversations
Planning and Hosting Community Conversations badge image
Recipients have learned how to bring people together, identify key community members, and create plans that prioritize the needs of deaf individuals. They can lead discussions, build partnerships, and develop action steps to support positive change. With these skills, badge earners can help strengthen relationships and drive improvements in their local communities and beyond.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Evaluates program services. • Serves on campus committees addressing regulatory issues affecting students with disabilities. • Work with the campus ADA coordinator or designated group to ensure a plan is in place for the regular review of physical accessibility (e.g., facilities, new construction, and renovation, grounds) and the remediation of barriers.
To earn this badge, the recipient needed to: Complete a 15-hour hybrid online learning course created by the National Deaf Center on Postsecondary Outcomes. Submit an action plan artifact to demonstrate their understanding of the course content, ability to apply knowledge, and their approach to making improvements in their context.
Achievement Unlocked! Recipients have earned a level 4 reward. This step is an opportunity to expand knowledge and awareness of accommodations and accessibility practices. The badge earner has learned (1) a range of evidence-driven accessibility practices and strategies, (2) to implement person-centered accessibility practices to ensure equitable experiences for deaf people, and (3) to effectively use technology to increase access to programs and services for deaf people.
To earn this badge, the recipient needed to: Completed at least ( ), 1-hour self-paced online learning modules related to accommodations and accessibility practices created by the National Deaf Center on Postsecondary Outcomes, Achieve an 80% or better on post-learning assessments Meet all prerequisite requirements and earn all related badges.
This badge was earned by completing the fourth level of achievement. This milestone is a reward within the NDC Professional Certificate Program for Disability Service Providers in postsecondary education or training settings. All modules at this step address knowledge in the category of accessibility practices.
Achievement Unlocked! Recipients have earned a level 5 reward. This step is an opportunity to apply knowledge of accommodations and accessibility practices learned in Levels 1-4. Through a mixture of self-paced learning, live Zoom sessions, and independent artifact creation, the badge earner has demonstrated (1) knowledge of a range of evidence-driven accessibility practices and strategies, (2) the ability to implement person-centered accessibility practices to ensure equitable experiences for deaf people, (3) to effectively use technology to increase access to programs and services for deaf people, and (4) problem solved to apply these skills to a specific incidence in their own institution.
To earn this badge, the recipient needed to: In addition to Levels 1-4, completed at least one 15-hour online facilitated course related to accommodations and accessibility practices created by the National Deaf Center on Postsecondary Outcomes, Achieve an 80% or better on post-learning assessments Meet all prerequisite requirements and earn all related badges.
This badge was earned by completing the fifth level of achievement. This milestone is a reward within the NDC Professional Certificate Program for Disability Service Providers in postsecondary education or training settings. All modules at this step address knowledge in the category of accessibility practices.
The badge earner has demonstrated fundamental knowledge and skill in leading online facilitated courses with learners. They have demonstrated knowledge of core mission and goals and the ability to embed those into all interactions with learners. They are able to navigate the Canvas LMS and the Zoom platforms, The earner has demonstrated knowledge of strategies to cultivate positive relationships with learners through synchronous and asynchronous learning activities.
Instructing refers to the skill of effectively imparting knowledge, procedures, or techniques to individuals or groups for learning and mastering tasks.
A training workshop is an educational event where participants engage in hands-on activities, group discussions, and practical exercises to develop their skills or knowledge under the guidance of expert facilitators.
To earn this badge, the recipient needed to: Completed a self-paced online learning module created by the National Deaf Center on Postsecondary Outcomes. Achieve an 80% or better on post-learning assessments
OnDemand Webinar: HIPAA & Access in Education
OnDemand Webinar: HIPAA & Access in Education badge image
Recipients of this badge grasp the fundamental principles of HIPAA (Health Insurance Portability and Accountability Act) and its vital role in safeguarding medical privacy. They can spot common misunderstandings about HIPAA in university settings, especially concerning communication access for deaf students. They can develop strategies to tackle these misconceptions, ensuring fair communication access for everyone involved in medical care at academic institutions. Through their efforts, they promote accessibility within educational settings while honoring HIPAA regulations.
Healthcare Compliance refers to the adherence to laws, regulations, and ethical standards in healthcare, ensuring legal and quality care delivery while protecting patient privacy and institutional integrity.
This recorded webinar, hosted by NDC, offers invaluable insights into the core principles of HIPAA (Health Insurance Portability and Accountability Act). Participants delve into why this law is pivotal in safeguarding medical privacy for all individuals. Despite its importance, some universities misuse HIPAA, leading to the denial of communication access. This session addresses common misunderstandings that have resulted in such denials and provides strategies to remedy confusion, ensuring equitable communication access for the benefit of all involved.
OnDemand Webinar: HIPAA & Access in Education is pre-approved for 1 CRCC Clock Hour. Approval code: 60007988725
OnDemand Webinar: AI and Craptions badge image
Recipients of this badge understand the legal frameworks governing automated captioning in educational settings, ensuring compliance with accessibility and disability rights laws. They can analyze standards like WCAG and ADA, ensure inclusive AI-driven captioning technologies, and evaluate the impact of AI captioning on education, considering factors like accuracy and ethical concerns.
Closed captioning involves transcribing video audio into text displayed on-screen, catering to deaf or hard-of-hearing viewers by offering interpretive or additional content.
Access policies refer to rules that outline and control user or system permissions, specifying who can access certain resources within an organization and under what terms.
Accessibility services consist of tailored efforts ensuring individuals with disabilities can access information and tools equally, by employing adjustable technology, content adaptation, and conformity to accessibility standards.
Accessibility standards are rules and methods to create inclusive products and services for people with disabilities, promoting equal access and opportunities in both digital and physical settings.
This module is a recorded webinar hosted by NDC. This presentation was an exploration of the fundamentals of automated captioning in educational settings. In an era where AI is increasingly prevalent, understanding the legal landscape surrounding its use in universities and colleges is crucial. Participants in this webinar gained insight into the various standards and metrics governing captioning and accessibility. Discover what the law says about automated captioning and ensure compliance in your educational institution.
OnDemand Webinar: Automated Craptioning: Wh@t Dead Dey Say? is pre-approved for 1 CRCC Clock Hour. Approval code: 60007988743
OnDemand Webinar: Interactive Process badge image
Recipients of this badge are familiar with the interactive process when requesting accommodations. They can employ student-centered strategies for effective accommodations to deaf students can fully engage in all areas of campus life.
College Counseling is guiding students through the college selection, application, and admissions process, including advising on academic planning, financial aid, essay writing, and aligning choices with career goals and interests.
Student advocacy involves actively supporting and representing students' needs, making sure their voices are heard and rights respected in educational settings.
Student Assessment is the systematic evaluation of a student's learning, skills, and achievement through various methods to inform instruction, measure progress, and guide educational decisions.
Student-Centred Learning is a teaching method focused on adapting to each student's unique needs, interests, and abilities, promoting self-directed learning and active engagement in the educational process.
This module is a recorded webinar hosted by NDC. This presentation was an exploration of the fundamentals of accommodation processes for deaf students in postsecondary education. While many students find the accommodation process straightforward, deaf students often face unique challenges requiring more extensive support. Institutions have a critical role in ensuring effective communication across all campus activities for deaf students. To achieve this, disability service professionals must adopt a student-centered approach and delve deeper into the interactive process. This session aims to guide professionals in reframing their accommodation processes through an equity lens, ensuring equitable access and participation for deaf students in all aspects of campus life.
OnDemand Webinar: Re-Framing the Interactive Process is pre-approved for 1 CRCC Clock Hour. Approval code: 60007988744
OnDemand Webinar: Assistive Technologies
OnDemand Webinar: Assistive Technologies badge image
Recipients of this badge have learned about assistive technologies used by deaf college students, including listening systems, speech-to-text services, and specialized apps. Recipients are able to explain how these tools improve communication and access to information for deaf students in higher education settings and incorporate this information in interactive processes with deaf students.
Speech recognition refers to the technology that converts spoken words into text or interprets them, enabling command execution, transcription, or interactive communication.
System Efficiency is the ability to optimize processes and resources to maximize performance, reduce waste, and improve productivity, ensuring effective use of time and energy.
Bluetooth refers to a wireless technology standard that facilitates data exchange between devices within short ranges, employing UHF radio frequencies within the ISM bands from 2.4 to 2.485 GHz.
Technology integrations refer to the process of linking and setting up different software and hardware systems to function smoothly together, improving an organization's overall performance and capabilities.
Access management refers to the practice of allowing authorized users to utilize a service, while denying access to unauthorized individuals.
This module was a recorded webinar hosted by NDC. The presentation covered the fundamentals of assistive technology, highlighting its revolutionary impact on how deaf students access information. Participants learned about a diverse range of assistive technologies commonly used by deaf students on college campuses, including assistive listening systems, speech-to-text services, and specialized apps. By the end of the session, attendees had become familiar with these tools and understood how incorporating assistive technology could create a more inclusive environment, fostering engagement and collaboration among students, staff, and faculty.
OnDemand Webinar: Exploring Assistive Technology Options is pre-approved for 1 CRCC Clock Hour. Approval code: 60007989546
OnDemand Webinar: Equitable Online Learning
Recipients of this badge understand how to create inclusive virtual learning environments. They can apply evidence-based accessibility practices to create accessible virtual learning environments that benefit all students.
Online learning refers to the process of gaining knowledge and skills through digital channels, utilizing web-based lessons, virtual classrooms, and diverse multimedia content for distant instruction.
Virtual learning environments are online platforms created to support and enhance education by providing tools for interaction, resource sharing, and management of learning activities in remote or hybrid settings.
e-Learning refers to the digital dissemination of educational materials, enabling flexible, self-directed study across diverse electronic devices and platforms.
Universal Design for Learning (UDL) is a teaching approach that focuses on creating adaptable learning environments and resources to cater to various learning styles and needs.
University teaching consists of guiding advanced education through the creation, instruction, and evaluation of undergraduate or graduate courses, as well as mentoring in a specific knowledge domain.
This module is a recorded webinar hosted by NDC. This presentation was an engaging discussion on the importance of inclusivity in the virtual learning landscape, with a focus on understanding the experiences of deaf students and creating accessible virtual environments. Participants learned the fundamentals of addressing unique challenges faced by deaf learners, exploring strategies and technologies for inclusivity, and developing practical skills to foster an accessible online learning environment for all students. Whether you're an educator, administrator, or student, this webinar provides essential insights and actionable steps to promote inclusivity in online education.
OnDemand Webinar: Online Learning is pre-approved for 1 CRCC Clock Hour. Approval code: 60007989552
OnDemand Webinar: Bias & Intersectional Erasure
OnDemand Webinar: Bias & Intersectional Erasure badge image
Recipients of this badge can define accessibility in higher education from an intersectional perspective, identify personal biases, and evaluate strategies to promote inclusivity. Using this information they can emphasize the importance of recognizing biases to address intersectional barriers and actively contribute to making higher education more equitable and inclusive.
Cognitive biases refer to consistent tendencies towards irrational judgments and decisions, influenced by personal experiences and emotions.
Intersectionality refers to the recognition of the interconnected nature of various social identities, such as race, gender, sexuality, and class, and their combined impact on experiences of discrimination and privilege.
This recorded webinar, hosted by NDC, delves into the concept of accessibility in higher education through an intersectional lens. It offers an opportunity to examine various biases and understand the distinctions between personal identities and social labels. The significance of self-reflection is emphasized, particularly about biases, identities, and abilities. To effectively support others, individuals are encouraged to reassess their biases, a process that can help counteract "intersectional erasure."
OnDemand Webinar: Discontinuing Intersectional Erasure: Exploring Personal Bias When Supporting Deaf Students is pre-approved for 1 CRCC Clock Hour. Approval code: 60007988735
OnDemand Webinar: Trauma & Access badge image
Recipients of this badge understand the obstacles deaf college students face in accessing academic and social aspects of college life, such as challenges with interpreter requests and limited social opportunities. They recognize how these difficulties can affect deaf students' mental health and resilience, emphasizing the need to address institutional barriers. By learning practical strategies to support deaf students, including improving interpreter request processes and enhancing socialization opportunities, badge recipients will be able to support accessible campus environments.
Social skills encompass the interpersonal capabilities that enable effective communication and interaction with others, such as empathy, cooperation, assertiveness, and the ability to interpret and react to social cues appropriately.
Mental Health Counseling entails providing therapeutic support and interventions to clients dealing with psychological challenges, emotional distress, and mental health concerns.
This module is a recorded webinar hosted by NDC. In this presentation, participants delve into the fundamentals of understanding and addressing the challenges faced by deaf college students in accessing academic and non-academic environments. From navigating the interpreter request process to overcoming socialization limitations, deaf students encounter various hurdles that can impact their mental health and resilience. This session offers practical strategies to effectively respond to these challenges, aiming to reduce institutional barriers and foster the development of resilience among deaf students.
OnDemand Webinar: Preventing Retraumatization is pre-approved for 1 CRCC Clock Hour. Approval code: 60007989569
OnDemand Webinar: Health Science Careers
OnDemand Webinar: Health Science Careers badge image
Recipients of this badge can describe recent research findings relating to the presence of deaf healthcare professionals within the workforce over the past decade. They exhibit the capability to evaluate the distinctive challenges encountered by deaf healthcare professionals within both educational and professional settings. Participants have showcased their aptitude in developing innovative strategies aimed at optimizing the educational climate for deaf healthcare professionals, thereby fostering their career advancement within the healthcare workforce.
Health Sciences encompass a diverse range of disciplines that examine human well-being, integrating biological, psychological, and sociological perspectives to enhance healthcare understanding, delivery, and outcomes.
Health education involves teaching individuals and communities about health topics to promote wellness, prevent disease, and enable informed decision-making about their health behaviors.
Public Health Education signifies the instruction and dissemination of health awareness, behaviors, and attitudes within populations, utilizing impactful communication and educational strategies to avert illness and cultivate well-being.
This recorded webinar, hosted by NDC (National Deaf Center), provided participants with valuable insights into the under-representation of Deaf healthcare professionals in the workforce, despite their increasing numbers over the past decade. Attendees delved into recent research findings shedding light on this growing segment of the workforce and explored strategies for enhancing the education climate to support the career success of Deaf healthcare professionals. This webinar offered an opportunity to learn and contribute to the promotion of inclusivity in the healthcare field.
OnDemand Webinar: Pathways To and Through Health Science Education is pre-approved for 1 CRCC Clock Hour. Approval code: 60007989558
OnDemand Webinar: Data + Dialog badge image
Recipients of this badge grasp the importance of using data and dialog to tackle inequality in college settings. They will be able to apply knowledge from this webinar to enhance the student experience in higher education settings.
Data Accuracy refers to the reliability, consistency, and precision of data in accurately representing real-world entities or events for decision-making and analysis.
Higher Education Assessment is the systematic evaluation of student learning outcomes, teaching effectiveness, and institutional performance to enhance educational quality and inform decision-making in colleges and universities.
Survey Data Analysis is the examination, cleaning, transformation, and interpretation of survey responses to reveal patterns, trends, and insights for informed decision-making.
Survey data refers to the structured information collected through questionnaires or interviews for research, analysis, and decision-making purposes.
Survey Data Collection entails obtaining, evaluating, and interpreting responses from a selected group of participants to provide information for decision-making purposes.
Accessibility assessment is the process of evaluating products or environments to confirm their usability by individuals with varying abilities, including those with disabilities.
This recorded webinar, hosted by NDC, allowed participants to gain valuable insights into addressing inequities in college environments. They were able to delve into the crucial role of data and dialogue in driving systemic transformation. They learned from NDC's data collection efforts in 2023, specifically focusing on the experiences of deaf students and disability services professionals. Participants discovered strategies for leveraging data to initiate meaningful dialogues aimed at transforming college systems for the better. This webinar provided participants with the opportunity to deepen their understanding and take actionable steps towards creating more inclusive college environments.
OnDemand Webinar: Data is pre-approved for 1 CRCC Clock Hour. Approval code: 60007989559
Deaf Awareness Micro Certificate badge image
Congratulations! Recipients of this badge have completed NDC's professional certificate track for the Deaf Awareness Micro Certificate, this badge recognizes a commitment to improving systems for deaf people within state agencies and postsecondary institutions. Earners have engaged in a series of modules designed to enhance their understanding of the lived experiences of the deaf community. Through case studies and real-world scenarios, badge holders have developed skills to advocate for accessibility and implement deaf-friendly policies and practices. They are equipped to create more inclusive environments and contribute to developing supportive policies that promote accessibility in the deaf community.
To earn this badge, the recipient needed to: (1) Complete (5) clock hours of engagement required by NDC's micro certificate track for Deaf Awareness. (2) Achieve an 80% or better on post-learning assessments (3) Earn all pre-requisite badges identified along the learning pathway.
Deaf Awareness for VR Professionals badge image
The badge earner has demonstrated basic knowledge of deafness, including the causes of hearing loss, challenges faced by deaf individuals, and the connection between deafness and other disabilities like mental health and learning issues. They will be able to recognize the problems with an aural-focused approach and support more inclusive, person-centered practices. The earner has shown they can use best practices for working with the deaf community, including clear communication, cultural awareness, and personalized support in vocational rehabilitation.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Develops program services. • Maintains up-to-date knowledge of emerging issues in disability services • Evaluates program services. • Serves as an advocate for students with faculty or administrators. • Responds to inquiries from prospective students or their parents. • Communicates information regarding program services to the campus community (e.g., admissions brochure, student catalog). • Provides personal/individual counseling to students relating to disability issues. • Provides counseling/advisement to enhance student development (e.g., self-advocacy).
Certified Rehabilitation Counselor is a professional title for individuals qualified to counsel people with disabilities, focusing on empowerment, independence, and career readiness through specialized training.
Licensed Professional Counselor is a certified mental health expert who offers evaluation, diagnosis, and counseling services, having a master's degree, state licensure, and adherence to ethical standards and continuing education.
Support services consist of auxiliary functions that aid in optimizing system performance, customer support, issue resolution, maintenance, and accommodation of user requirements across different platforms.
Helpful refers to the willingness and capacity to support others, actively identifying and resolving needs with kindness, efficiency, and a problem-solving approach.
Diversity Strategies are techniques used to foster inclusivity and equal representation in organizations by providing fair chances and environments for everyone, regardless of their identity or background.
This badge was earned by completing the Deaf Awareness for VR Professionals module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Apply appropriate student and adult development theories/practices to engage with and support students in developing appropriate and effective self-advocacy skills. • Understand the importance of continuous engagement in learning opportunities that enhance current knowledge and practical implications of disability services within higher education and applicable fields.
Deaf Awareness for VR Professionals is pre-approved for 1 CRCC Clock Hour. Approval code: 60007991167
The badge earner has demonstrated knowledge of the barriers deaf individuals face when transitioning from high school to postsecondary education and employment, along with an understanding of historical trends and current statistics in education and employment. They are equipped to apply deaf-centered practices to vocational rehabilitation (VR) services, addressing the national shortage of VR counselors qualified to work with deaf consumers and enhancing the quality of services provided.
This badge was earned by completing the Intro to Deaf Rehab module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Intro to Deaf Rehab is pre-approved for 1 CRCC Clock Hour. Approval code: 60007991166
Postsecondary Planning for Deaf Students
Postsecondary Planning for Deaf Students badge image
The badge earner has demonstrated knowledge of effective, person-centered postsecondary planning for deaf individuals, with an emphasis on communication access, lived experience, and collaborative support systems. They can recognize the importance of accommodating a variety of communication needs and preferences and understand how lived experiences inform culturally responsive services. The earner can identify effective transition strategies and engage with the student, schools, vocational rehabilitation, postsecondary programs, deaf mentors, and community organizations to support successful outcomes for deaf youth.
Counseling is a professional practice that provides guidance, support, and therapeutic methods to assist individuals in coping with personal difficulties, psychological problems, and enhancing overall mental health.
Counseling Techniques consist of systematic approaches employed by experts to help people address and overcome various personal, social, or emotional issues.
Education Strategies are methods and techniques used to design, implement, and assess effective teaching practices and learning activities, fostering improved educational outcomes through innovative approaches.
Deaf Education encompasses tailored instructional techniques and approaches to cater to the learning requirements of deaf or hearing-impaired individuals.
Planning consists of establishing goals, devising strategies, and mapping out tasks and timelines to accomplish objectives within a defined period.
National Association of the Deaf is a non-profit group advocating for deaf rights, promoting accessibility and equality, and offering resources and support in professional and educational settings.
This badge was earned by completing the Partnering with Deaf Youth: Strength-Based Transition Planning for VR Professionals module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Association on Higher Education and Disability Competency (https://www.ahead.org/professional-resources/program
Postsecondary Planning for Deaf Students is pre-approved for 1 CRCC Clock Hour. Approval code: 60007991156
Assistive Technology in Training and Workplace Settings
Assistive Technology in Training and Workplace Settings badge image
The badge earner has demonstrated knowledge of various assistive technologies used in the workplace to support deaf employees, including interpreting services, assistive listening devices (ALDs), hearing aids, cochlear implants (CIs), visual alarms, and speech-to-text (STT) technology. They can evaluate the benefits of these technologies in enhancing accessibility and productivity. The earner is proficient in implementing and integrating these technologies into workplace settings, providing training, and advocating for accessible workplace practices that meet the needs of deaf employees.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Develops program services. • Maintains up-to-date knowledge of emerging issues in disability services • Evaluates program services. • Serves as an advocate for students with faculty or administrators. • Provides personal/individual counseling to students relating to disability issues. • Provides counseling/advisement to enhance student development (e.g., self-advocacy).
Workplace Ethics refers to moral principles guiding professional behavior, promoting integrity, fairness, accountability, and respect, thereby cultivating a trustworthy, harmonious, and productive work environment.
Job Planning entails arranging work activities, schedules, and resource distribution to accomplish professional objectives efficiently and effectively.
This badge was earned by completing the Accommodations for the Workplace Setting module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Assistive Technology in Workplace and Training Settings is pre-approved for 1 CRCC Clock Hour. Approval code: 60007991148
Pre-ETS Planning for Deaf Youth badge image
The badge earner has demonstrated knowledge of educational assessments, planning tools, and strategies essential for preparing deaf youth for postsecondary education and employment. They are skilled in engaging deaf youth in pre-employment transition services (Pre-ETS) activities and can analyze successful transition programs tailored to this population. The earner is proficient in developing individualized transition plans using effective strategies, recognizing the benefits of pre-ETS activities, and advocating for their implementation to ensure successful postsecondary and employment outcomes for deaf youth.
pre-employment transition services (ets)
Career counseling is a service that provides expert advice to assist people in selecting, developing, and advancing within careers that align with their skills, interests, and available opportunities.
Workforce Development refers to the strategic improvement of employee skills and abilities to promote organizational growth, innovation, and adaptability, resulting in a productive and competitive workforce.
Student development encompasses promoting academic, emotional, social, and ethical growth in students throughout their educational journey.
Student Services encompasses various support programs aimed at improving students' academic and personal growth, such as counseling, career guidance, financial aid, and disability assistance.
Youth Development is a process that supports young individuals' growth, education, and social skills, aiming to foster resilience, leadership, and positive relationships for a successful transition into adulthood.
This badge was earned by completing the Pre-Employment Transition Services (Pre-ETS) and Deaf Youth module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Transition Planning for Deaf Youth is pre-approved for 1 CRCC Clock Hour. Approval code: 60007991140
Ethics for Professionals with Deaf Consumers
The badge earner has demonstrated knowledge of ethical codes and standards relevant to rehabilitation counselors working with deaf individuals. They have developed cultural awareness and, understanding of the impact of personal biases and cultural orientations on client interactions. The earner has enhanced their ethical decision-making skills, applying structured models to real-world experiences in a culturally sensitive manner. Additionally, they can recognize how agency policies and culture affect their practice, advocating for ethical and inclusive services for deaf clients.
Ethics and Compliance refer to the conformity to legal requirements and moral norms, ensuring organizational activities align with laws, regulations, and internal values.
Ethics policies constitute a set of guiding principles that regulate professional behavior, promoting honesty, fairness, and respect in an organization's actions and decision-making.
Work Ethics are the moral principles and values that guide an individual's behavior in the workplace, demonstrating a strong sense of responsibility and accountability.
Career-minded individuals prioritize long-term professional growth, strategically pursuing advancement and skills development in line with their career aspirations and goals.
Career and Technical Education is a type of training that provides individuals with hands-on skills and knowledge for particular trades or careers, frequently resulting in industry-recognized certifications or credentials.
• Responds to inquiries from prospective students or their parents. • Communicates information regarding program services to the campus community (e.g., admissions brochure, student catalog). • Provides personal/individual counseling to students relating to disability issues. • Provides counseling/advisement to enhance student development (e.g., self-advocacy).
This badge was earned by completing the Ethics for Professionals Working with Deaf Consumers module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
....... is pre-approved for 1 CRCC Clock Hour. Approval code:
Deaf-Centered Practices for Vocational Rehabilitation Counselors
Deaf-Centered Practices for Vocational Rehabilitation Counselors badge image
Congratulations! Recipients of this badge have completed NDC's professional certificate track for Deaf-Centered Practices for Vocational Rehabilitation Counselors. Recipients have demonstrated their commitment to addressing the critical shortage of Rehabilitation Counselors for the Deaf (RCD) by gaining specialized knowledge in providing rehabilitation services to individuals who are deaf. This program equips professionals with expertise in current trends and best practices in rehabilitation counseling, fostering their ability to deliver inclusive and effective support.
To earn this badge, the recipient needed to: (1) Complete 35 clock hours of engagement required by NDC’s certificate track for Disability Service Providers. (2) Achieve an 80% or better on post-learning assessments (3) Submitted artifacts demonstrating knowledge gained by engaging in activities and their ability to evaluate and implement concepts learned into practice. (4) Earn all pre-requisite badges identified along the learning pathway.
Upon completion of this certificate program, participants will have an increased individual and institutional capacity to: 1) Examine structural inequities and operations within systems (policies and practices) identify problem areas, and plan for sustainable improvements. 2) Implement evidence-based practices and strategies in a manner that centers the experience of the deaf person. 3) Promote equity-mindedness and accessibility frameworks that improve postsecondary outcomes and experiences for deaf people.
OnDemand Webinar: Navigating the Grievance Process
OnDemand Webinar: Navigating the Grievance Process badge image
Recipients of this badge have learned how to navigate college disability services, request accommodations, and address accessibility issues. They understand the steps to advocate for themselves effectively and are equipped with strategies to overcome barriers and ensure access in their educational journey.
Access Reporting entails generating, managing, and scrutinizing data reports in a structured database setting via Microsoft Access to inform data-driven choices and visualizations.
Reporting is the organized method of gathering, examining, and presenting data to offer valuable understanding and support decision-making in a business.
This recorded webinar, hosted by the National Deaf Center (NDC), offers a comprehensive guide for deaf college students navigating the complexities of disability services. Advocating for accommodations can feel overwhelming, especially when juggling academic and personal responsibilities. This session provides effective strategies for self-advocacy, including how to request accommodations, address accessibility issues, and file formal complaints when necessary. Gain valuable insights and practical tools to overcome barriers, ensure access, and advocate for yourself with confidence.
ODW: Breaking Barriers: Navigating the Grievance Process is pre-approved for 1 CRCC Clock Hour. Approval code: 60007991133
Mentorship for Vocational Rehabilitation
Mentorship for Vocational Rehabilitation badge image
Recipients of this badge have demonstrated the knowledge and capacity to use evidence-based practices in vocational rehabilitation by applying the skills gained through NDC’s Vocational Rehabilitation certificate program to their professional work. This supplemental learning experience included structured mentoring sessions, both in small groups and one-on-one, as well as a reflective practice assignment to document their learning and growth, highlighting their commitment to professional development and continuous improvement.
Professional Mentoring is the practice of providing guidance, support, and knowledge transfer to foster the personal and professional growth of less experienced colleagues or mentees within a specific field.
Team Mentoring entails guiding and supporting team members, fostering professional growth, enhancing collaboration, sharing knowledge, and developing competencies for improved team performance and individual career progression.
Vocational rehabilitation counseling entails customized assistance, addressing employment obstacles for persons with physical, mental, or emotional impairments, promoting their career growth and workforce integration.
Vocational Guidance assists people in choosing, advancing, and transitioning in careers based on their skills, interests, and available opportunities.
To earn this badge, the recipient needed to: Complete a (15) hours mentoring track, a supplemental learning experience created by the National Deaf Center on Postsecondary Outcomes. Complete a reflective practice assignment to demonstrate their understanding of the course content, ability to apply knowledge, and their approach to making improvements in their context.
This badge was awarded to participants who successfully completed a 20-hour coaching practicum as part of the National Deaf Center’s Vocational Rehabilitation (VR) certificate program. Designed for experienced VR professionals, the training combined hands-on coaching with interactive discussions to build skills in mentoring less experienced counselors. Badge earners demonstrated the ability to support the implementation of effective, client-centered practices for deaf individuals pursuing postsecondary education and training, foster professional relationships, and utilize coaching techniques to enhance the professional development of VR counselors.
Coaching is a process that helps individuals reach their potential and accomplish objectives by providing customized assistance, feedback, and accountability.
Mentorship is the process where a seasoned professional offers guidance and support to foster the personal and career growth of a less experienced person.
Improving Accessibility: Self-Study badge image
Recipients of this badge completed the 15-hour asynchronous course Beyond Compliance: A Self-Guided Study on Improving Accessibility for Deaf People, designed for professionals driving systems change in educational and service settings. Using a flipped classroom model, participants engaged in self-reflection, assessed organizational accessibility, and created an action plan to address systemic barriers. Through virtual consultations with the National Deaf Center (NDC), they received expert feedback and refined their strategies. Badge earners demonstrated the ability to evaluate institutional practices and apply culturally responsive solutions for long-term impact.
Accessibility analysis is the process of assessing products and environments to guarantee their usability for various abilities, particularly those with disabilities.
Associated Online Learning Module: This badge was earned by completing the "Beyond Compliance: A Self-Guided Study on Improving Accessibility for Deaf People" self-study created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Assistive Technology Systems Micro Certificate
Assistive Technology Systems Micro Certificate badge image
The Assistive Technology Systems for Deaf Students Micro Certificate helps disability services providers build foundational knowledge to support deaf students with effective technology solutions. Participants learn how to apply tools such as captioned media, speech-to-text services, assistive listening systems, and emerging technologies across classroom, training, and workplace settings. Using real-life examples and on-demand webinars, the series explores when and how to use assistive technology, its benefits and limitations, and how to evaluate its effectiveness. By the end, participants will be better equipped to match tools to students' needs and ensure communication access is thoughtfully addressed.
Technology planning refers to the creation of a strategic roadmap for integrating and managing technological systems to achieve organizational goals related to efficiency and growth.
A support strategy is a methodical approach to improve customer contentment, simplify technical assistance, and strengthen product or service support services.
To earn this badge, the recipient needed to: (1) Complete (5) clock hours of engagement required by NDC’s micro certificate track for Assistive Technology Systems. (2) Achieve an 80% or better on post-learning assessments (3) Earn all pre-requisite badges identified along the learning pathway.
1. Identify commonly used assistive technologies that support communication access for deaf people. 2. Evaluate the appropriateness and effectiveness of assistive technology solutions based on individual communication access needs. 3. Apply strategies to select and coordinate technology tools that align with specific communication access goals and recognize when alternatives solutions are necessary.
Peer Notetaker Training: Effective Services for Deaf Students
Peer Notetaker Training: Effective Services for Deaf Students badge image
Recipients of this badge have completed the Peer Notetaker Training: Effective Services for Deaf Students module and demonstrated deaf awareness and respect. They can take clear, complete, and objective notes; share notes securely and appropriately; and know where to go for questions or help. By earning this badge, recipients acknowledge they understand their responsibilities as peer notetakers and will uphold standards of confidentiality, respect, and professionalism to ensure deaf students have equitable access to course content.
Note taking is the skill of recording important details and key points from different sources in an organized and efficient manner for later use and analysis.
Notebook computers refer to portable PCs featuring a hinged clamshell design, optimized for mobility with slim, lightweight construction, enabling efficient productivity while on the move.
This badge was earned by completing the Peer Notetaker Training: Effective Services for Deaf Students module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Lived Experiences of Deaf People badge image
The badge earner has demonstrated foundational knowledge and awareness of the wide range of deaf identities. Including deaf, deafblind, deafdisabled, hard of hearing, late-deafened, and hearing-impaired people, while examining how identity, language, communication, and access intersect in real-world settings. Using a strength-based, systems-change lens, earners can identify barriers within existing systems, reflect on personal and institutional practices, and develop strategies to create more accessible environments for deaf people.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): - Working with campus or community personnel and agencies regarding students with disabilities or disability issues. -Providing training and expertise regarding disability issues to members of the campus community.
Deaf History refers to the examination of Deaf people's experiences, cultural development, and progress throughout history, from antiquity to the modern era.
ltural Awareness is the capability to acknowledge, comprehend, and honor dissimilarities and commonalities in culture, promoting successful communication and engagement in diverse settings through valuing varied viewpoints and customs.
Associated Online Learning Module: This badge was earned by completing the Lived Experiences of Deaf People module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Lived Experiences of Deaf People is pre-approved for 1 CRCC Clock Hour. Approval code: 60007999421
Everyday Practices for Preparing Deaf Youth for Life After High School
Everyday Practices for Preparing Deaf Youth for Life After High School badge image
Recipients of this badge have demonstrated an understanding of everyday, schoolwide practices that prepare deaf youth for life after high school. Badge earners can describe the postsecondary landscape and systemic barriers impacting deaf students, identify key components of effective, student-centered and deaf-centered school environments, and apply practical strategies that promote self-determination, high expectations, and independence across all school settings. Through reflection and real-world scenarios, recipients have shown their ability to collaborate with families, community partners, and interdisciplinary teams, as well as evaluate current practices and develop actionable plans to strengthen postsecondary readiness and empower deaf youth to confidently lead their futures.
The learning outcomes for this module are aligned with the professional standards of the Association on Higher Education and Disability (AHEAD): • Maintains up-to-date knowledge of emerging issues in disability services (e.g., ADD/ADHD). • Serves as an advocate for students with faculty or administrators.
Advocacy programs are organized efforts aimed at promoting a particular cause, utilizing methods such as campaigns, education, and lobbying to sway public opinion and policy.
Transition Plans are detailed strategies created to smoothly shift roles, duties, and operations between groups or during organizational adjustments, preserving consistency and reducing interruptions.
Transition management is a methodical approach to managing significant changes within an organization, aiming to ensure seamless transitions with minimal disruptions to operations and stakeholders.
This badge was earned by completing the Everyday Practices for Preparing Deaf Youth for Life After High School module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): • Maintain current critical knowledge and practice to facilitate disability access in higher education •Apply appropriate student and adult development theories/practices to engage with and support students in developing appropriate and effective self-advocacy skills. • Understand the importance of continuous engagement in learning opportunities that enhance current knowledge and practical implications of disability services within higher education and applicable fields.
Everyday Practices for Preparing Deaf Youth for Life After High School is pre-approved for 1 CRCC Clock Hour. Approval code: 60008000255
Creating Accessible Learning Spaces for Deaf Youth
Recipients of this badge completed a learning module focused on creating accessible learning spaces that support deaf youth in middle and high school settings. Through real-world examples and practical strategies, participants examined how everyday classroom practices and school environments can unintentionally create barriers, and learned how to apply deaf-centered approaches to improve visual, auditory, and social access. Participants explored strategies for designing learning spaces that promote participation, academic growth, and social belonging, and reflected on the importance of collaboration with interpreters, captioners, families, and students. This badge recognizes their commitment to proactively building accessibility into educational environments.
Accessible development focuses on designing digital content and applications to be usable by individuals with diverse abilities and disabilities.
Academic Achievement refers to the accomplishment of educational objectives, demonstrated through excellent grades, scholarships, awards, or the acquisition of degrees and certifications.
Education Policy refers to the regulations and principles that direct the functioning of educational institutions, influencing curriculum, resource distribution, and teaching/learning benchmarks.
Education management refers to the administration, leadership, and strategic coordination of educational institutions to achieve optimal learning outcomes, resource allocation, and policy implementation.
Educational Effectiveness refers to the ability to create, execute, and assess teaching techniques and resources to maximize learning results and guarantee subject comprehension for students.
Social Development refers to the process of fostering a sustainable society, enhancing social equality and inclusion, while empowering and engaging communities for their overall well-being.
Empowering Deaf Students: Making Student-Led IEPs Work in Middle & High School
Empowering Deaf Students: Making Student-Led IEPs Work in Middle & High School badge image
Recipients of this badge are able to explain how student-led IEPs function as a developmental continuum, analyze how access and educator roles affect deaf students’ participation, and identify practices that support meaningful student leadership in the IEP process. Through real-life examples, research-informed practices, and classroom-tested strategies, participants explored approaches that build deaf students’ confidence, self-advocacy, and long-term self-determination. They examined how access, communication structures, and educator roles shape student participation, and reflected on practices that support or limit student leadership. This badge recognizes their commitment to shifting from adult-centered decision-making toward intentional, student-centered approaches that elevate deaf students’ voices in the IEP process.
Individualized Education Program (IEP) is a tailored educational plan crafted to address the distinctive learning requirements and goals of students with disabilities, ensuring participation in public education.
Educational Assessments are structured evaluations of students' learning, progress, and proficiency, using tests, assignments, and observations to measure educational outcomes against established criteria or standards.
Guidance systems are specialized technologies that steer and manage the path of vehicles, such as aircraft, missiles, and ships, employing sensors and algorithms for precise navigation.
Deaf Youth Awareness for School Personnel
Deaf Youth Awareness for School Personnel badge image
Recipients of this badge completed a learning module focused on building awareness of deaf youth in middle and high school settings. Participants explored deaf students’ identities, language access, and educational experiences, and examined how common myths, assumptions, and hearing-centered systems can unintentionally create barriers to learning and participation. Through real-world scenarios and practical examples, participants reflected on how everyday school practices shape deaf students’ experiences and learned to apply strength-based, deaf-centered strategies that support access, engagement, and belonging. This badge recognizes their commitment to increasing awareness and fostering more responsive educational environments for deaf youth.
From Access to Outcomes: Quality Transition Planning for Deaf Youth
From Access to Outcomes: Quality Transition Planning for Deaf Youth badge image
The badge earner has demonstrated the ability to strengthen transition planning for deaf youth through a deaf-centered, student-driven approach. The badge earner has examined how compliance-focused practices can limit autonomy and has gained strategies that prioritize student voice, identity, and self-determination. Using real-world scenarios and reflection, the badge earner has explored transition goals and services that align with meaningful skill development and long-term outcomes. This badge signifies a proven commitment to preparing deaf youth for education, employment, and community participation with confidence.
Planning management entails strategically organizing, coordinating, and supervising resources and tasks to meet objectives within allocated time and cost constraints.
Planning meetings refer to the arrangement and management of essential elements, such as participants and agenda, for an effective meeting in a professional setting.
Deaf Youth Success: From Access to Empowerment Micro Certificate
Deaf Youth Success: From Access to Empowerment Micro Certificate badge image
Participants have demonstrated the ability to analyze how systems, environments, and everyday practices influence deaf students’ access, participation, and long-term outcomes. They can identify barriers that limit agency and engagement and apply deaf-centered strategies to improve access across classroom instruction, school environments, and transition planning. Participants also evaluate the impact of educator and team roles on student agency and decision-making and implement approaches that strengthen self-determination through student-led planning and mentoring, while developing aligned supports, experiences, and pathways that prepare deaf youth for meaningful participation in education, employment, and community life.
Classroom management refers to a teacher's skill in establishing and preserving an organized learning atmosphere, efficiently coordinating activities, and handling student behavior to maximize educational opportunities.
Community advocacy involves promoting and defending a community's interests and rights to influence public opinion and policy for their collective benefit.
Community involvement refers to the active participation in local events, initiatives, and projects, aiming to positively contribute to the social fabric and well-being of a geographical area or group.
Community impact refers to the quantifiable influence an individual or group has on the well-being and growth of nearby communities through programs, involvement, and socially responsible actions.
To earn this badge, the recipient needed to: (1) Complete (5) clock hours of engagement required by NDC’s micro certificate track for Deaf Youth Success: From Access to Empowerment. (2) Achieve an 80% or better on post-learning assessments. (3) Earn all pre-requisite badges identified along the learning pathway.
1. Analyze systems, barriers and practices impact deaf students’ access and outcomes and identify barriers that limit engagement and decision-making. 2. Apply deaf-centered strategies to improve access and evaluate how team roles influence student participation and decisions. 3. Strengthen self-determination and pathways, implement strategies that build self-determination and develop aligned pathways for education, employment, and community life.
Building Accessible Learning Environments for DeafBlind and Usher Students
Building Accessible Learning Environments for DeafBlind and Usher Students badge image
Recipients of this badge have demonstrated an understanding of DeafBlind experiences, including the impact of Usher syndrome (USH) on access to learning, communication, and participation. They can identify common barriers DeafBlind and Usher syndrome students may encounter in educational settings and recognize how environmental and communication factors influence access. Badge earners have learned practical strategies to improve communication, participation, and access in classroom environments, and have reflected on ways to strengthen accessibility in their own teaching and support practices.
This badge was earned by completing the Building Accessible Learning Environments for DeafBlind and Usher Students module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
Collecting Meaningful Data: Surveys, Interviews, and Focus Groups
Collecting Meaningful Data: Surveys, Interviews, and Focus Groups badge image
Recipients of this badge have demonstrated an understanding of effective and accessible data collection practices that support informed decision-making and program improvement. They can distinguish between quantitative and qualitative data collection methods and identify when surveys, polls, interviews, focus groups, or listening sessions may be most appropriate. Badge earners have learned how to develop accessible and effective questions, recognize common sources of bias and data collection errors, and apply accessibility considerations throughout the process. They understand how meaningful community input can help identify barriers, strengthen relationships with deaf communities, and support systems change.
Data Access refers to the capability of retrieving, interacting with, and utilizing data stored in various systems, ensuring efficient and secure handling for analysis or processing purposes.
Data Administration is the process of overseeing and controlling an organization's data resources to ensure they are accurate, accessible, secure, and compliant with relevant policies and regulations.
Data assessment is the methodical examination and appraisal of data to establish its precision, value, and applicability for sound decision-making and strategic planning.
Evaluation of Survey Questions is assessing and improving questionnaire items for clarity, neutrality, validity, reliability, and appropriate response formats to minimize bias, measurement error, and promote accurate data collection.
Survey Analytics is the process of collecting, analyzing, and interpreting survey data to derive insights, inform decisions, and improve strategies across various domains.
Survey Development is the process of creating questionnaires for data collection in research, feedback, or assessment, ensuring their validity, reliability, and statistical importance.
Survey design refers to the development of questionnaires for gathering information, focusing on question selection, structure, and sequencing to ensure the validity and reliability of research findings.
Survey Insights is the ability to analyze and interpret survey data, extracting meaningful patterns, trends, and conclusions to inform strategic decisions and improve products, services, or policies.
Systems analysis entails breaking down intricate systems to comprehend their elements, operations, relationships, and results, with the goal of enhancing performance and resolving issues.
Systems development is the process of creating and implementing software or information systems to meet organizational needs and requirements.
Systems Design is the process of defining a system's architecture, components, modules, interfaces, and data to meet specified requirements, ensuring functionality, scalability, and maintainability.
Decision support systems are computer-based tools that aid decision-making by analyzing business data, presenting actionable insights, and visualizing possible scenarios.
This badge was earned by completing the Collecting Meaningful Data: Surveys, Interviews, and Focus Groups module created by the National Deaf Center on Postsecondary Outcomes. Visit www.nationaldeafcenter.org/learn to read more about this learning module.
The learning outcomes for this module are aligned to meet the professional competency of the Association on Higher Education and Disability (AHEAD): Apply appropriate student and adult development theories/practices to engage with and support students in developing appropriate and effective self-advocacy skills. -Possess interpersonal skills that encourage strong collaborative partnerships with campus stakeholders to create and sustain a positive disability culture -Possess the necessary skills and aptitude to develop educational materials and training for the campus community -Understand the importance of continuous engagement in learning opportunities that enhance current knowledge and practical implications of disability services within higher education and applicable fields.
Data as a service (DaaS) refers to the delivery of data storage, integration, processing, and analytics solutions through cloud-based platforms, aiming to improve decision-making and business intelligence.
Collection procedures are standardized methods used to gather, organize, and manage data, information, or payments within an organization in a structured and efficient manner.
Collection development is the organized process of selecting and obtaining materials to fulfill the information, education, and entertainment needs of a specific group or community.