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The Democratic Party foresees a total of 50,000 attendees at the 2016 Democratic National Convention in Philadelphia, Pennsylvania. The DNC will be held July 25th through the 28th. Nine lucky Gallaudet University students will be participating in the 2-week Washington Center's Democratic Convention Seminar, through Temple University.

The two-week seminar will include: formal instruction, guest lectures, and fieldwork assignments, allowing interns to experience the DNC, from behind the scenes. During the second half of the program, students will volunteer at the Wells Fargo Arena, where they will work with their fieldwork assignments, based on the organization to which they are assigned.

Read more  . . . Watch Signed /Captioned Video


WEBINAR - Online

Setting Language in Motion and Students with Cochlear Implants: Guidelines for Educational Program Planning
Presented by
Terrell Clark, Ph.D., Boston Children’s Hospital
Katie Prins McCarthy, MBA, Harvard University

April 20, 2016, 4:00 PM EDT

Register now for “Setting Language in Motion and Students with Cochlear Implants: Guidelines for Educational Program Planning” on April. 20, 2016 4:00 PM EDT at:

Two new resources will be introduced by the presenters:

Setting Language in Motion:  Family Supports and Early Intervention for Babies Who are Deaf and Hard of Hearing is a collaborative effort between the Clerc Center and Boston Children’s Hospital for early intervention providers, educators of children who are deaf/hh, early childhood educators, parents and other caregivers.  Presenters will discuss the seven modules now available online that share information critical to promoting early language acquisition for young children who are deaf or hard of hearing.

Students with Cochlear Implants: Guidelines for Educational Planning is a tool designed to facilitate planning discussions surrounding the educational supports and services essential for each students using cochlear implant technology.

This one hour webinar can be accessed from any location. A certificate of participation will be provided for those who complete a short survey at the conclusion.

Wednesday Webinars are sponsored by Outreach Services of the Virginia School for the Deaf and the Blind, through grant funding from the Virginia Department of Education.

Debbie Pfeiffer, Ed.D.
Director, Outreach Services

After registering, you will receive a confirmation email from GoToWebinar containing information about joining the webinar.

DOWNLOAD - Setting Lang in Motion and CI Guidelines for Ed Planning Ap 20, 2016 FLYER


Two Weeks Left to Apply for the John Hudson Internship Program

The John Hudson Internship Program provides paid summer internships for college students and recent graduates with disabilities to work in Fairfax County Government.  Application materials are due on April 17, 2015. For more information, please contact Jill Clark at or 703-324-5874, TTY 703-449-1186.

Disability Services Planning and Development
Fairfax County Department of Family Services
Voice: 703-324-5874     TTY: 703-449-1186
Blog - Latest News
July 25, 2014
Article Source

Sign language is finding popularity among hearing students as a new way of communicating with each other and with their deaf friends. In some schools where it is offered as a foreign language, the demand is so heavy that they often have to turn down prospective students. According to a Modern Language Association Survey, American Sign Language ranks as the fourth most popular language almost displacing German from third place. In the past 10 years, students taking ASL has risen by more than 50 percent.

The popularity and increasing interest in sign language can be gauged from the fact that Silent Games, involving 200 colleges was held at Federal Way High School. It also involved school students and their parents, some hearing, some deaf. The participants who could not speak all evening except using sign language participated in many games and competitions.

In one school, for one day each semester, a teacher gives all her students including those who can hear a pair of earplugs to wear all day.

“The deaf have been learning the language of the hearing for the past 150 years,” says a teacher. “Now it’s time for the hearing to learn the language of the deaf.”

Ninety-one thousand students opted for an ASL class at 730 U.S. institutions during the Fall of 2009, according to the language association. This figure is expected to rise dramatically in the next survey in early 2014.

Some of the reasons for this popularity are mentioned here

  • Students see a practical use for ASL and as an education for getting  jobs of interpreting, teaching and counseling
  • Students have a difficult time sitting through entire classes all day without much movement. Sign language gives them an active and visual relief. Students are seen signing to one another outside the classroom and, in it, making sign conversations about weekends and boyfriends.

Read More



News & Events

Thursday, May 8, 2014

Graduation from high school is an exciting time for many students and their families. But it does not take long for the reality of “what comes next?” to set in.  This month we will receive words of wisdom and caution from successful students and their parents.  We will also see what colleges need to do to prepare for students who are deaf and hard of hearing.

From High School to College and Beyond

From High School to College and BeyondMay is a month for celebrating graduations and new beginnings.  Every year bright-eyed students graduate from high school and college and join the “real world.”  However, successful transition is not always trouble-free, and students often face unexpected challenges.

Pepnet 2 interviewed four students who are deaf or hard of hearing and who have successfully navigated the challenges of college and beyond.  We asked them to share their experiences.

Read More  . . .

helpfacebooktwitterforwardIDEAs that Work - U.S. Office of Special Education Programs  TA & D Network  U.S. Department of Education

pepnet 2 is funded by the Research to Practice Division, Office of Special Education Programs and the US Department of Education via Cooperative Agreement #H326D110003.pepnet 2 | 18111 Nordhoff Street | Northridge, CA 91330-8267

Signers needed for a new ASL College curriculum in the works!
We seek Deaf, Deaf-Blind, CODAs and HOH students currently enrolled in a college or university between the ages of 18-30

Screenings for the book will take place at Gallaudet University campus, at SAC (Student Academic Center) room 2212 on Friday April 4th, 2014 from 1-4pm and Saturday April 5th, 2014 from 10am-noon and 1pm-5pm
Screenings should not take more than 15-20 minutes of your time.

If selected to be in our book, you will receive monetary compensation. Filming for the ASL book is slated for Fall 2014 in NYC.
Questions or concerns can be emailed to




Video Captions Improve Comprehension

Science Daily, 10/11/2013

Thanks to Collaborative for Communication Access via Captioning

A simple change -- switching on captions -- can make a big difference when students watch educational videos, an SF State professor has discovered.

Robert Keith Collins, an assistant professor of American Indian studies, found that students' test scores and comprehension improved dramatically when captions were used while watching videos. The tool is often utilized for students with learning disabilities, but Collins says his results show captions can be beneficial to all students.

Collins developed the idea while he was a member of a faculty learning committee focused on ways to make the classroom more accessible to all students. During the first year of a two-year case study, he showed videos without captions to establish a baseline of student comprehension. Once that baseline was established, he turned captions on and began to see improvements. Those improvements continued into the second year of the study.

"Not only were students talking about how much having the captions helped them as they took notes, their test scores went up," Collins said. "During the baseline year, there were a lot of Cs. In the second years, they went from Cs, Ds and Fs to As, Bs and Cs. It was really significant improvement."

That improvement didn't just manifest itself in grades. Class discussions also became livelier and more detailed, with students recalling specific information shown in the videos such as names of people and places.

"We're living in an age where our students are so distracted by technology that they sometimes forget where they should focus their attention when engaged with technology or media," he said. "Turning on captions seems to enable students to focus on specific information."

The study was unique, Collins added, in that it explored captions' impact broadly, as opposed to other studies that examined their effect solely on students with learning disabilities.
For the rest of the story:


Distributed 2013 by Northern Virginia Resource Center for Deaf and Hard of Hearing Persons (NVRC), 3951 Pender Drive, Suite 130, Fairfax, VA 22030;; 703-352-9055 V, 703-352-9056 TTY, 703-352-9058 Fax. Items in this newsletter are provided for information purposes only; NVRC does not endorse products or services. You do not need permission to share this information, but please be sure to credit NVRC.  This news service is free of charge, but donations are greatly appreciated.

Department of Education Releases Guidance

on Equal Opportunities for Students with Disabilities in Sports


The Department of Education’s Office for Civil Rights (OCR) recently released guidance regarding its Section 504 regulations that clarifies the existing legal obligations of schools to provide students with disabilities an equal opportunity to participate alongside their peers in extracurricular athletics and clubs in elementary and secondary schools. According to the Department of Education’s (ED) Section 504 regulations, qualified students who have an intellectual, developmental, physical or any other type of disability cannot be excluded from trying out and playing on a team.

The new guidance builds on a resource document issued by the agency in August 2011 that provides information on improving opportunities for children and youth with disabilities in physical education and athletics. The updated document provides an overview of Section 504, as well as specific examples of some of the issues educators may encounter with students with disabilities interested in participating in extracurricular sports, such as overcoming stereotypes, ensuring equal opportunity and offering separate or different athletic choices.

While federal civil rights laws require schools to provide equal opportunities, they are not required to change the essential rules of a game or provide an unfair competitive advantage to students with disabilities. However, schools must provide reasonable modifications (e.g., using a laser instead of a starter pistol to start a race so a runner who is deaf can compete) to ensure that students with disabilities have the same opportunities to participate as other students.

Individuals who believe they have been subjected to discrimination may file a complaint with OCR. To find contact information for the OCR regional office serving your area, visit, or call 1-800-421-3481 (TDD 1-877-521-2172). To learn more about children with disabilities and adaptive sports, read the recent post on Disability.Blog by Dr. Darla Clayton, Founder of Strong as Steel Adaptive Sports.

Distributed 2013 by Northern Virginia Resource Center for Deaf and Hard of Hearing Persons (NVRC), 3951 Pender Drive, Suite 130, Fairfax, VA 22030;; 703-352-9055 V, 703-352-9056 TTY, 703-352-9058 Fax. Items in this newsletter are provided for information purposes only; NVRC does not endorse products or services. This news service is free of charge, but donations are greatly appreciated.

By Marla Dougherty  6/28/11 

I stopped by the RIT table and asked Mary Ellen Tait from NTID’s Center on Employment department, what she wanted our NVRC readers to know. Mary Ellen said she would be delighted if we could help get the word out on the RIT bachelor’s and master’s degree programs for veterans who have hearing loss as a result of their service.  Named to the 2010 Military Friendly Schools list, RIT offers tuition-reduced classes with access to C-Print captioning services, counseling, and audiology services which include cochlear implant mapping.

RIT holds a job fair every October and assists in finding internships. The graduates are high-tech, highly trained workers and the university helps find work positions. The Outreach Education and Training department offers on-site employer workshops with each program custom designed to address issues unique to that firm. For more information about the veterans degree program visit their website: