Colleges and Universities for Deaf and Hard of Hearing Students

For deaf and hard of hearing students seeking higher education, several institutions and resources are available to ensure an accessible and enriching academic experience. These colleges and universities offer specialized programs, services, and accommodations designed to meet the unique needs of students with hearing loss. Furthermore, legal frameworks such as the Americans with Disabilities Act (ADA) mandate that post-secondary institutions provide necessary auxiliary aids and services to ensure equal access to education.

Legal Framework and Institutional Obligations

The Department of Justice has issued regulations explaining the requirements of Title II of the ADA, 28 C.F.R. Part 35, 56 Fed. Reg. 35694 (July 26, 1991). These regulations, along with interpretations from the Department of Education, establish the obligation of colleges and universities to provide necessary auxiliary aids and services for individuals who are deaf or hard of hearing. These aids and services include qualified interpreters, transcribers, notetakers, and provision of closed captioning or other access for televised information. 34 C.F.R. 45 Fed. Reg.

Every court which has reviewed this issue has determined that colleges and post-secondary institutions are obligated to provide qualified interpreters and other auxiliary aids and modifications for deaf students who are not recipients of vocational rehabilitation. United States v. Board of Trustees of the University of Alabama, 908 F.2d 740 (11th Cir. 1990); Camenisch v. University of Texas, 616 F.2d 127 (5th Cir.

The responsibility of the institution in the absence of vocational rehabilitation involvement is clear. Department of Health, Education, and Welfare, have issued findings of violation against several post-secondary institutions for not providing interpreters and other services for deaf students. In Re Johnson State College, Docket No. 01-89-2010 (Region I); Manley v. Paterson College, Docket No. 79-0001 NE (Region II); Warso v. Southern Florida University, Docket No. 0419780109 (Region IV); and Arnold v. University of Alabama at Birmingham, Docket No.

Courts have held that a public entity violates its obligations under the ADA when it simply responds to individual requests for accommodation on an ad-hoc basis. See Tyler v. City of Manhattan, 857 F.Supp. 800 (D. Kan. A public entity has an affirmative duty to establish a comprehensive policy in compliance with Title II, in advance of any request for auxiliary aids or services. Planning and consultation with disability organizations are necessary to assure compliance with Title II. Few university administrators have depth of knowledge about methods of making programs accessible to persons with the wide range of disabilities who are protected by these laws.

Gallaudet University: A Pioneer in Deaf Education

Gallaudet University ( GAL-ə-DET) is a private federally chartered university in Washington, D.C., for the education of the deaf and hard of hearing. For more than 150 years, Gallaudet University has led advances in education of deaf and hard of hearing students and deaf rights worldwide. It was founded in 1864 as a grammar school for both deaf and blind children. It was the first school for the advanced education of the deaf and hard of hearing in the world and remains the only higher education institution in which all programs and services are specifically designed to accommodate deaf and hard of hearing students.

History and Evolution

Gallaudet University realized its beginnings in 1850 when Amos Kendall donated land to establish an elementary school to educate deaf and blind students, originally named Columbia Institution for the Instruction of the Deaf and Dumb and the Blind. In 1864, President Abraham Lincoln signed the bill authorizing the school to grant college degrees and renamed it National College for the Deaf and Dumb.

In 1856, philanthropist and former United States postmaster general Amos Kendall became aware of several deaf and blind children in Washington, D.C., who were not receiving proper care. Kendall had the courts declare the children to be his wards and donated 2 acres (0.81 ha) of his land to establish housing and a school for them. The school was established in 1857 with considerable efforts being made by several concerned citizens, including Edward Miner Gallaudet, of Washington, D.C. In 1857, the 34th Congress passed H.R. During the school's second full year of operation (1858-1859), 14 deaf students and 7 blind students were in attendance. Superintendent Gallaudet, anticipating the future growth of the school, requested money for more buildings, lamenting the fact that the money was not issued in the year prior, due to federal budget problems. During the third academic year (1859-1860), Kendall beseeched the federal government for funds to relocate the school to more spacious grounds. Gallaudet praised Kendall for donating money needed to construct a new brick building; both existing school buildings were already at capacity. There were 24 deaf students, necessitating a second teacher of the deaf.

By the start of the 1860-1861 academic year, the Civil War had been in progress for over six months. Gallaudet reported that the students were safe and free from fear. There were 35 deaf students and 6 blind students in attendance during the academic year. During 1861-1862, new monies provided for industrial education were used to rent a nearby shop in order to teach cabinet-making to the male students. Plans were underway to construct a new building using $9,000 that Congress appropriated to the school. There were 35 deaf students and 6 blind students. During vacation in August a regiment of Union troops used the brick building for a hospital, and some of the students who stayed over the summer helped with tending to the sick soldiers. One soldier died. Even with new construction completed for the 1862-1863 school year, the school was still at capacity and more money was needed to purchase 13 acres (5.3 ha) of adjoining land and then build still more buildings.

College-level courses were offered for the first time during the 1863-64 academic year. In early 1864, the 38th Congress authorized the institution to grant and confirm college degrees and an enabling act was signed by President Lincoln on April 8. Today, April 8 is celebrated at Gallaudet as Charter Day in commemoration of the official beginning of Gallaudet University. The collegiate department became known as the "National College for the Deaf and Dumb" from 1864 to 1865 and then would be known as the "National Deaf-Mute College" until 1894. In recognition of his hard work in helping the institution grow during its formative years, Gallaudet was also promoted from superintendent to president. An elaborate inauguration ceremony of Gallaudet as president was held in June with Laurent Clerc in attendance. 14 acres (5.7 ha) of land was purchased with money supplied by the government.

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The enrollment numbers increased rapidly during the 1864-1865 academic year. That same year, in early 1865, the 38th Congress removed the provision that the institution was to educate the blind, and renamed it the "Columbia Institution for the Instruction of the Deaf and Dumb". (This would be the corporate name for the entire institution, including the collegiate division, until 1911, when the legal name was changed to the "Columbia Institution for the Deaf".) Gallaudet asked the government for money to accomplish several projects, including the construction of an ice house and a gas house, sewer lines, and more. Major construction from earlier projects continued on campus. During the 1865-1866 academic year, Gallaudet responded to criticism from supporters of the oral method in Massachusetts, saying that oral instruction is usually of little value to congenitally deaf children. Gallaudet proposed that a representative of the school be sent to Europe to study the methods employed there, in order to determine which types of instructional methods might be added to those methods already being used successfully at the Columbia Institution and other American schools. Combined enrollment of all levels of instruction, including the collegiate level, exceeded 100 for the first time during this year. There were 25 students enrolled in the college, including students from 14 states.

In the 1866-1867 academic year, the building for the primary school was extended and sickness was thereby reduced. A mathematics professor was hired for the first time. Gallaudet gave a lengthy account of his travels to Europe in 1867 and was very critical of the extent to which speech is taught to deaf children in European schools for the deaf. Nevertheless, he recommended that a limited amount of speech training be afforded to deaf students in America to those who show they can benefit. The biggest educational conference in the then-history of deaf education was held during the month of May 1868 in Washington, D.C., largely made up of principals of schools for the deaf. Fourteen of the twenty-two schools for the deaf were represented. The founder of the school, Amos Kendall, died in November 1869. Gallaudet delivered a eulogy at the board meeting in January 1870. The main central building, now called Chapel Hall, was partially completed, with rooms in the basement and on the first floor first being used. Plans were being made to purchase Amos Kendall's estate, which adjoined the grounds of the school.

In 1881, Laura Sheridan, a hearing woman, inquired about the school accepting women. She was told that deaf women could not enter the institution at the time. In 1887 Gallaudet agreed to allow women to matriculate for the 1887-1888 and 1888-1889 academic years with the understanding that it would be considered an experiment. Temporary living arrangements were made for the 11 students who initially entered. Five female students remained when the school announced in 1889 that the college would be permanently coeducational, with two graduating. Edward A.

In 1911, Congress amended the charter of the institution, changing the corporate name to "Columbia Institution for the Deaf". During his 17 years as Dean of the college in the 1950s and 1960s, George Ernst Detmold was a significant figure in helping the college achieve accreditation. He also led the college in developing new departments, especially drama.

Student strikes at Gallaudet University starting March 6, 1988, revolutionized the perception and education of Deaf culture. Deaf students were outraged at the selection of another hearing president, Elisabeth Zinser; the university had never selected a deaf person for this position. Alumni, faculty, staff, and students demanded that the next president of the university be deaf. After a week of protest and activism, Zinser resigned and was replaced by psychology professor and dean of the College of Arts and Sciences I. King Jordan. Jordan announced his retirement in September 2005. On May 1, 2006, the university's board of trustees announced that Jane Fernandes, the university's then-current provost, would be the university's next president. In the spring 2006 protest, students blocked entrances to the Gallaudet campus, held rallies, and set up tents near the university's main entrance. Fernandes, appointed to serve as president-designate until Jordan retired, said that she would not step down. When the fall 2006 academic year resumed, some students, faculty, staff, and alumni continued their protest, calling for Fernandes to step down and for the presidential search to be done again. On October 11, a group of protesting students shut down the campus. Fernandes said, "I really don't understand so I have to believe it's not about me. … On December 10, 2006, the Board of Trustees announced that Robert Davila would serve as interim president for a period of up to two years. He was formally installed on May 9, 2007, during a ceremony that included a speech by D.C. On October 18, 2009, the Board of Trustees announced that Gallaudet's tenth president would be Alan Hurwitz.

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Congress incorporated the Columbia Institution in 1857, significantly amended its charter in 1954, and authorized permanent congressional appropriations. In 1986, Congress passed the Education of the Deaf Act and amended it in 1992. There have been 15 occasions to date in Gallaudet's history when a US president has visited either the campus or attended an official function off campus. President Johnson's second visit, in 1966, was unannounced and impromptu.

Campus Life and Academic Programs

Today, students from across the United States and more than 25 countries-diverse in perspective, backgrounds, interests and communication styles-form an exciting learning community as they prepare for dynamic careers and a lifetime of growth. Students can choose from more than 50 majors, including Arts and Media, Business, Human Services, Humanities, Language/Culture, and Science/Math/Technology. More than 1,500 students are enrolled at Gallaudet, which boasts a robust campus life including a campus ministry, full athletic program and renowned dance group. Additionally, Gallaudet has credit transfer agreements with several community colleges in the country including Austin Community College, Austin, Texas; Kapi'olani Community College, Honolulu, Hawaii; Ohlone College, Fremont, California; John A.

Gallaudet University is officially bilingual, with American Sign Language (ASL) and written English used for instruction and by the college community. To ensure that the university's leadership team can understand the student population needs, the staff is predominantly deaf. In 2025, the President, the chief of staff and the chief academic, bilingual, communications and undergraduate admissions, financial, legal, and operating officers, the dean of student affairs and the Clerc Center chief academic officer are deaf.

Several programs and majors are offered at Gallaudet University. The five most popular majors are business, visual and performing arts, communication studies, physical education, and psychology. Gallaudet also operates a child development center with admissions priority for children of faculty, staff, and students. In October 2014, the Gallaudet University board of trustees announced a 10-year, $450 million development of its campus along 6th Street NE.

Athletics

Gallaudet athletic teams are the Bison. The university is a member of the Division III level of the National Collegiate Athletic Association (NCAA), primarily competing as a core member of the United East Conference (formerly known as the "North Eastern Athletic Conference" (NEAC) until after the 2020-21 academic year) for most its sports since the 2010-11 academic year; in the Eastern Collegiate Football Conference for football; and as Independents for their men's and women's swimming & diving and track & field teams.

Gallaudet women's basketball is most known for its 1999 season, with several notable players from the Minnesota State Academy for the Deaf. Under coach Kitty Baldridge, the Bison went to the NCAA Tournament for the second time in three seasons. Receiving one of the lowest seeds as an at-large team into the Division III NCAA Tournament field, which numbered 48 teams, the Bison traveled to St. Mary's College (Md.), a school which had recently defeated them in the Capital Athletic Conference tournament, and came away with an 80-73 win. In the second round, Gallaudet beat a team from The College of New Jersey which had received a first-round bye and was highly favored. Kevin Cook coached the team briefly to success. Gallaudet began the 2010-11 season on a 20-game winning streak and finished the season 24-4 (20-2 in conference play). Cook was named North Eastern Athletic Conference Coach of the Year, and senior Easter Faafiti was voted NEAC Player of the Year. In 2006, the Gallaudet women's volleyball team ended their season 30-10 after a history-making run to the Sweet Sixteen in the NCAA Division III tournament.

Research and Resources

Gallaudet is home to the National Deaf Life Museum, established in 2007 as the Gallaudet University Museum. The museum focuses on the culture and history of deaf and hard of hearing people in the United States, with special attention given to Gallaudet history and alumni. The Gallaudet Office of Research Support and International Affairs (RSIA) (formerly Gallaudet Research Institute or GRI) is internationally recognized for its leadership in deafness-related research. RSIA researchers gather and analyze data concerning the social, academic, and perceptual characteristics of deaf and hard of hearing populations, primarily to provide information needed by educators in the field.

Gallaudet University Press publishes two academic journals, American Annals of the Deaf (est. 1847) and Sign Language Studies (est. 1972). The Department of Psychology's chapter of Psi Chi publishes the journal Gallaudet Chronicles of Psychology. The journal is managed and edited by graduate student members of the chapter. In the fall of 2010, the university's Department of Deaf Studies launched the Deaf Studies Digital Journal (DSDJ), the first peer-reviewed academic and creative arts journal in American Sign Language and English. The DSDJ itself is published in entirely video-based content and is available online.

Outreach Programs

Gallaudet University’s Center for Continuing and Online Education offers a wide variety of personal and professional development, leadership and outreach programs. These learning opportunities and services are provided year-round and address the needs and interests of deaf and hard of hearing individuals, their families, youth, communities, and professionals working with them across the globe.

VL2 seeks to determine the effects of visual processes, visual language, and social experience on the development of cognition, language, reading and literacy for the benefit of all humans. VL2 is a National Science Foundation, Science of Learning Center (SLC) program. The work of the Clerc Center is guided by the Education of the Deaf Act. The mission of the Clerc Center is to raise the achievement of deaf and hard of hearing students ages birth-21 nationwide by supporting the families and professionals who work with these students. The Clerc Center, a federally funded national deaf education center, ensures that the diverse population of deaf and hard of hearing students (birth through age 21) in the nation are educated and empowered and have the linguistic competence to maximize their potential as productive and contributing members of society.

Gallaudet University Youth Programs provide opportunities for middle and high school students to connect with each other, pursue academic challenges, and experience personal and academic development.

National Technical Institute for the Deaf (NTID)

One of nine colleges of Rochester Institute of Technology. Of the more than 14,000 undergraduate students from around the world on campus, 1,100 are Deaf or have hearing loss. The institute is the first and largest of its kind for Deaf students who can choose from more than 90 majors in RIT’s nine colleges. Instructors communicate with ASL, spoken language, finger spelling, printed and visual aids, and online resources. FM systems are also available along with tutoring, note-taking, real-time captioning services and interpreting staff. Campus life includes more than 200 clubs and organizations and dozes of men’s and women’s varsity, intramural and club sports. Ninenty-five percent of deaf and hard of hearing graduates are employed.

History and Development

The concept for NTID began with a proposal in 1964 from a workshop titled “Improved Vocational Opportunities for the Deaf”, which was held at the University of Tennessee, Knoxville. In 1965, Senator Lister Hill (Alabama) introduced the NTID Bill, which passed the House of Representatives and Senate unanimously. President Lyndon B. Johnson signed the bill into law and the Department of Health, Education, and Welfare invited colleges and universities from around the country to apply for sponsorship of NTID.

Accessibility and Support

Coming to RIT/NTID is about getting access to opportunities and people who will support you and challenge you to be your best. Pointe-Fleary is the creative force behind the Department of Access Services at RIT. A complicated vocabulary and a lack of dedicated signs in American Sign Language makes Organic Chemistry a challenge for deaf and hard-of-hearing students. Ohl found the community, access, and hands‑on opportunities she needed at RIT. Hecker applied her hands-on academic learning through a real-world co-op, gaining production experience that directly supports her career goals. Roszkowski teaches graphic design, motion graphics, and web design in NTID’s Visual Communications Studies Department.

SouthWest Collegiate Institute for the Deaf (SWCD)

2021-2022 tuition: Approximately $4,000 for in-state tuition. Does not include room and board, etc. SWCD is the only self-contained community college serving Deaf and hard-of-hearing students. They offer associate degree and certification programs in American Sign Language: Deaf Support Specialist; Automotive Maintenance Technician; Building Construction Technology; Computer and Information Systems; Dental Lab Technology; Interpreter Training; Office Technology; Visual Communications Technology; and Welding. American Sign Language is the primary communication used in instruction.

History

SWCD opened in November, 1980 after a feasibility study confirmed the need for a post-secondary institution to provide higher education and career training for the Deaf.

Other Universities with Services for Deaf and Hard of Hearing Students

While these campuses are known for their services to the Deaf community, many other private and public universities have wide-ranging services and facilities for students with hearing loss of all degrees.

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