Virtual competition held for deaf, hard-of-hearing middle-school students
The competition, held virtually this year due to the COVID-19 pandemic, welcomed 66 deaf and hard-of-hearing middle school students from California, Georgia, Indiana, Iowa, Kansas, Maryland, Massachusetts, New Jersey, New York, Oklahoma Pennsylvania, Rhode Island, Texas, and Washington, D.C.
Students competed in tasks that tested their speed, accuracy, and math skills. First-, second-, and third-place honors were awarded to top final high scorers.
All winners received a plaque in recognition of their achievements and the following cash awards:
First place ($100): Josiah Lockhart, of Frederick, Md., from Maryland School for the Deaf
Second place ($75): Ty Collins, of Pittsburgh, from Western Pennsylvania School for the Deaf
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STEM Explorers Virtual Classroom designed to support children experiencing social and linguistic isolation during the COVID-19 Pandemic.
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AUSTIN, Texas, May 14, 2021 /PRNewswire/ More than a year has passed since the COVID-19 pandemic began, and Deaf and BIPOC communities continue to be disproportionately impacted by its ripple effects – including ongoing health, economic, and educational impacts. Deaf and hard-of-hearing (D/HH) children, especially adolescents, continue to face both social and linguistic isolation, especially if people in their home do not know or use American Sign Language. In fact, research shows that less than 8% of D/HH children receive regular access to sign language in the home. That s why CSD Learns, a subsidiary of Communication Service for the Deaf (CSD), is teaming up wi
T.J. Griesenbrock now on the fast track to earning his master’s degree
T.J. Greisenbrock, who first attended RIT in 1992, is among this year’s graduates after earning his bachelor’s degree through the Completer Project at RIT’s School of Individualized Study.
It’s been nearly 30 years since T.J. Griesenbrock first attended Rochester Institute of Technology. But he never could call himself a graduate because he needed just two more courses to earn his degree.
“I fully intended to finish the last eight credits when I saved up enough money, as my scholarship ran out,” he said. Once he left college, he immediately began working. A series of layoffs and transfers kept his goal of earning his degree a bit harder to achieve.
CSU News
16 APRIL 2021
Dr Kate Crowe shares how her biggest aspiration is that her research and work to support multilingual learners who are Deaf and hard of hearing is contributing to a change in the world where being deaf is a difference in ability, not a disability. Travelling around the world (pre-COVID-19) to work on research or projects to support children with hearing loss is usually just another day at work for Dr Kate Crowe.
The Newcastle-raised speech pathologist is currently working as a postdoctoral researcher at the University of Iceland – a place her mum says is about as far away from her roots as she can get.
“That’s where we’re going to stand out. We know we need more than one,” Gonzalez said. “Those four staff are going to build relationships with students.”
Bringing interpreters under the university umbrella allows them to build a greater rapport with students and feel more comfortable on a campus.
“It shows our commitment to accessibility and inclusivity,” said Amanda Jackson, assistant director of assistive technology at Florida. “High school juniors or seniors can see that the University of Florida is committed to having interpreters, so they might apply.”
Not all deaf and hard-of-hearing students use American Sign Language interpreters, at Florida or other colleges. A student’s preferred communication method whether live captioning, closed captioning, interpreting or lipreading and voicing depends both on the student and the kind of class. But interpretation for some classes can require complex vocabulary. At Florida, interpreters with technical experti