Supporting Deaf Veterans

This report was developed under a jointly funded grant through the US Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA), #HD326D160001. However, the contents do not necessarily represent the positions or policies of the federal government.National Deaf Center on Postsecondary Outcome

Deaf Students and English Learner Services

Deaf students are diverse, with a wide range of language and educational backgrounds. Unfortunately, many deaf students have experienced some degree of language deprivation during childhood and often have delayed language skills in English.1 Around 25% of deaf children in the United States are multilingual, and many have a home language other than English.2,3,4,5 An estimated 50% of deaf individuals have an additional disability.4,6 Additional disabilities also often have an impact on language development. English is the primary language of instruction in the United States, so deaf students may benefit from services and support that focus on English language development. This document provides an overview of English language proficiency (ELP), how it is measured when it comes to eligibility for English learner (EL) services, and what this may mean for deaf students.National Deaf Center on Postsecondary Outcome

Postsecondary Enrollment and Completion for Deaf Students

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

Accessibility Laws: Section 504, IDEA, and ADA

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

Root Causes of Gaps in Postsecondary Outcomes for Deaf Individuals

This brief explores the following root causes of the gaps in postsecondary outcomes for deaf people. (a) Limited Access to Language and Communication: Deaf individuals of all ages experience limited access to language and communication in the home, at school, in the community, and in the workplace. (b) Reduced Social Opportunities: Many deaf individuals face barriers to communication at home and at school. This reduced access to a rich social environment has an impact on opportunities to build networks critical for future success. (c) Negative Attitudes and Biases: High expectations are critical to the support of successful postsecondary outcomes for deaf individuals. Negative attitudes and “the tyranny of low expectations” serve as a persistent barrier to post school success. (d) Lack of Qualified and Experienced Professionals: Experienced professionals who understand the range of communication preferences, disabilities, family contexts, educational experiences, and so forth are critical components of effective interventions and support.This document was developed under a grant from the U.S. Department of Education, OSEP #HD326D160001. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.National Deaf Center on Postsecondary Outcome

The Standards for Educational and Psychological Testing and Deaf Individuals

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

Efektivitas Regulasi Penyelenggaraan Praktik Penata Anestesi dengan STRPA dan SIPPA dalam Pelayanan Anestesiologi Perioperatif

Dalam Pelayanan anestesiologi perioperatif Dokter Spesialis Anestesiologi perlu bermitrakerja dengan tenaga kesehatan yang dapat bersinergi secara kompeten, yaitu Penata anestesi yang dibuktikan dengan STRPA dan SIPPA. Saat ini masih banyak didapati penata anestesi yang berpraktik di Rumak Sakit negeri maupun swasta tanpa Surat Tanda Registrasi Penata Anestesi (STRPA) dan Surat Izin Praktik Penata Anestesi (SIPPA). Penelitian ini ditujukan untuk menganalisa efektifitas regulasi tentang izin dan penyelenggaraan praktik penata anestesi. Metode penelitian menggunakan pendekatan yuridis sosiologis dan dianalisis secara deskriptif kualitatif dengan berlandaskan teori efektifitas hukum dan teori bekerjanya hukum dalam masyarakat. Hasilnya adalah regulasi sudah efektif ditinjau dari faktor undang-undangnya, namun belum efektif ditinjau dari faktor penegak hukum, sarana dan prasarana, masyarakat dan kebudayaannya. Adanya Penata Anestesi yang berpraktik tanpa STRPA dan SIPPA merupakan indikasi bahwa hukum tidak bekerja dalam masyarakat secara maksima

The Role Of The Indonesian Automatic Finger Print Identification System (Inafis) In Identifyng Perpetrators Of Murder Cases (A Cases Study In The Regional Police Of West Sumatera)

Indonesia Automatic Finger Print Identification System (Inafis) is a unit that plays a role in identifying a person through scientific means, by examining fingerprints at a crime scene. As stipulated in Article 15 paragraph (1), Law Number 2 of 2002 concerning the Indonesian National Police states that, "taking the first action at a crime scene, taking fingerprints and identities and other photographs, seeking information and evidence, receiving and keeping findings for a while ". Indonesia Automatic Finger Print Identification System (Inafis) is a unit that plays a role in identifying a person through scientific means, by examining fingerprints at a crime scene. The police, especially the Inafis unit itself, are looking for fingerprints in the vicinity of the crime scene (TKP) which will later assist investigators in finding and arresting the perpetrators of the murder. The problems raised in this study are, How are the roles and constraints of the Indonesian Automatic Finger Print Identification System (Inafis) of the West Sumatra Regional Police in uncovering the perpetrators of murde

Effects of Parent Expectations and Parent Involvement on Postschool Outcomes for Deaf Individuals

Summary of Cawthon, S., Garberoglio, C. L., Caemmerer, J., Bond, M., & Wendel, E. (2015). Effects of parent expectations and parent involvement on postschool outcomes for individuals who are deaf or hard of hearing. Exceptionality, 23(2). doi:10.1080/09362835.2013.865537This document was developed under a grant from the U.S. Department of Education, OSEP #HD326D160001. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal governmentNational Deaf Center on Postsecondary Outcome