1. Naomi Sheneman, M.A., M.S. & CDI Network Interpreting Service, Inc.

2. California Community College Chancellor’s Office (CCCCO) DHH Resource Guide Revision Task Force (weblink to be inserted here when available- end of June)

3.  ADA: Enacted in 1992. Revised in 2012.  Recognized and protected additional disabilities  OCR Precedents: ▪ UC Davis (1992) ▪ New College of California (1993) ▪ Mt. San Antonio College (1997) ▪ SDCCD (1999) ▪ Arizona State University (2001) ▪ University of North Carolina at Pembroke (2008) ▪ Porterville College (2009)

4.  Institutional Responsibility and College Effort  DSS often perceived as experts; therefore they are solely responsible.  Does not lie with the Disability Student Services alone.  Establishes the climate for ability-centered campus

5.  Universal Design  DHH-related devices often overlooked  A new concept: Deaf Space  Emergency alerting devices  Emergency notification systems  Emergency preparation  Accessibility of Audio-visual Materials  California AB 386/ 422 (1999)

6.  Types of hearing losses/ experiences:  “Deaf or not?”  Increased recognition of hard-of-hearing/late- deafened students and their needs  Auxiliary aids  Additional disabilities  Cultural Models and Identity

7.  TDDs  Videophones  Webcams/ VRS on phones  Email/ video mail  SMS

8.  A paradigm shift:  “You can hear. You can read lips. You’ll do fine in the classroom.” to “How can we accommodate your needs?”  Those who use ASL were the most visible on campus and were accommodated.  Increased awareness of other types of DHH students that do need accommodations.

9.  Limited options in 1992.  Today, options include the following: Testing Accommodations Tutoring Specialized Orientation Priority Registration Distance Education Study Abroad Extracurricular Activities Specialized Counseling Transition Coordination of Communication Services Interpreting (oral, tactile, on-site ASL, video remote, Deaf) Speech-to-text Services Notetaking

10.  Quality assurance and determination of equitable pay  Scheduling  Injury/stress prevention  Outsourcing

11.  Instructional Strategies for Faculty  Special Instruction

12.  THEN: Limited resources  NOW: Plenty of resources. Where is the right place to look?

13.  Ongoing collusion of perceptions: cultural vs. pathological models.  Ongoing ignorance despite increased awareness.  “DHH are expensive”. How about this for a change? “Hearing are expensive because they don’t know how to communicate with DHH?”  Definition of ‘reasonable accommodations’ is influenced by the current state of economy.

14.  Resistance towards new service approaches.  Resistance in specific vocational training. programs requiring practicum hours.  Resistance towards captioning of video materials.  Required classes come with accommodations. Social opportunities and extracurricular activities are not.  Promoting self-empowerment and advocacy.

15. Final food for thought… What should the design of DHH Support Services look like for the next 20 years?