Allows Persons with Hearing Or Speech Disabilities to Place and Receive Telephone Calls

The Deaf Studies program at Towson University is a multidisciplinary curriculum incorporating the sociological, anthropological, and cultural considerations of the Deaf community. What can I do with a Bachelor’s Degree in Deaf Studies?

A 2012 study reported 78% of alumni utilize the knowledge and skills from the Deaf Studies program in their current careers. At the time of the study, 99% of participants were employed or continuing with their education and report applying the knowledge and skills learned in each of their undergraduate programs. The graph below shows the percentage of respondents choosing the following fields:

Cooper, S.B., Emanuel, D.C., Cripps, J.H., (2012). Deaf studies alumni perceptions of the academic program and off-campus internship, American Annals of the Deaf , 157(4), 373-390. Graduates of Towson University’s Deaf Studies Program are prepared for a variety of careers: Careers with a Bachelor’s Degree

Administrative positions may be available at agencies that provide services to Deaf, Deafblind, and Hard of Hearing Americans. Services may include advocacy, legislative and other outreach services to Deaf, Deafblind and Hard of Hearing individuals. Duties vary depending upon the needs of the agency and services provided. Job Title Abridged Job Description Hyperlink to Job Description

ADMINISTRATIVE JOBS WITH DEAF-RELATED AGENCIES

AADB is a nonprofit national consumer organization of, by, and for Deafblind Americans and their supporters. AADB provides American Association of the advocacy and outreach to AADB Deafblind businesses, legislators, and government entities on behalf of people with combined vision and hearing loss. Duties may include providing support to staff, doing outreach, responding to inquiries, and assisting with membership. This agency provides expertise related to Deaf, Deafblind and Hard of Hearing issues for Maryland Individuals and facilitates their MD Governor’s Office of the Deaf ability to access resources and ODHH & Hard of Hearing services. Duties may include responding to requests for information, publishing weekly updates, providing outreach, and other duties as required by agency needs. NAD is the nation’s premier civil National Association rights organization of, by, and for Deaf and Hard of Hearing NAD of the Deaf individuals in the US. Duties may include outreach and advocacy on the national level.

PUBLIC SERVICE PROFESSIONS Care for individuals who may be injured or ill in emergency medical Emergency Management Team situations. It is critical to have EMT (EMT) EMTs in these situations who can communicate in the person’s first language, such as American Sign Language. Work with individuals who have been released from prison after serving a sentence; supervise and monitor parolee progress as they Parole Officer Parole Officer complete the terms of parole. It is important to have parole officers who can communicate with individuals in their first language, such as American Sign Language. Monitor offenders to ensure those on probation strictly follow all probation conditions mandated by Probation Officer the judicial system. It is critical to Probation Officer have probation officers who can communicate with individuals in their first language, such as ASL, to ensure probation requirements are

met. 0 Offer spiritual and moral guidance, and support to followers of their Religious Leader religion. It is essential to have Catholic Religious Leader religious leaders in all faiths that Episcopal Conference can communicate and ensure that Jewish Deaf Congress the Deaf Community is welcomed Methodist and included. DEAFBLIND-RELATED CAREERS

Provide the support necessary to Deafblind Specialist assist Deafblind individuals with Center For Deafblind Deafblind Specialist/Intervener finding suitable employment and/or Intervener increasing independence within the Intervener Education home or educational setting. DB-TIP Enable people who have combined vision and hearing losses to access their environment and make What is a SSP? Support Service Provider informed decisions by providing SSP Overview them with visual and environmental information, sighted guide services, and communication accessibility.

EDUCATION-RELATED CAREERS (OUTSIDE OF TEACHING) Behavior Specialist Design, implement, and evaluate Behavior Specialist children and their problematic Behavior Specialist Additional behaviors to understand the causes; Information produce socially significant improvements by teaching the appropriate skills to reduce problematic behavior. Most schools for deaf children have this position. Coordinate activities and provide guidance to Deaf and Hard-of- Hearing students in residential facilities. Serve as mentor and role model, offering advice and assistance with everyday life skills and providing referrals as Dorm Counselor/Student Life appropriate to other staff members. Dorm Counselor Counselor Help with homework; order Student Life Counselor supplies; determine the need for maintenance, repairs, and furnishings; maintain household records; assist residents with problem solving and counseling resources. Most schools for deaf children have this position. Work one-on-one to support students as part of a multidisciplinary team with teachers and other support personnel to provide additional One-to-One Education Assistant One-to-One Education Assistant attention and instruction to students with special needs. Both mainstream schools and schools serving deaf children have this position. Provide support to teacher and students with disabilities in the classroom who need modified Paraprofessional Educator/ instruction or assistance. Both Paraprofessional Educator Paraeducator mainstream schools and schools dedicated to serving deaf children have this position. Plan, coordinate, deliver, and evaluate transition education and services at the school or system Transition Specialist level, along with other educators, MSDE Transition Information families, students, and Transition Specialist representatives of community organizations. Most schools for Deaf children have this position.

REHABILITATION SERVICES Addictions Counselor Help identify psychological factors Addictions Counselor that contribute to an addiction, National Assoc. for Addiction working with clients to rid Professionals themselves of the addiction and the Counselor Licensing emotional issues surrounding the Deaf Addiction Services at behavior. Most communities have Maryland Deaf people with addictions and Minnesota Chemical Dependency need staff with signing skills & Program for the Deaf knowledge of Deaf culture. Organize and implement services for people with physical and/or communication disabilities including assessments of an individual’s abilities and needs. Assistive Technology Specialist Assistive Technology Specialist Make recommendations for Maryland Assistive Technology appropriate assistive technology, Network and teach the skills necessary to utilize the technology. Provide training and support on the use of technology. Help provide services to assist individuals and families to cope with complicated situations in the most effective way possible. Case Case Manager Case Manager managers also help people to Case Management Society of identify their goals, needs, and resources. Most communities have America social services agencies in need of case managers with signing skills and knowledge of Deaf culture. Assist with potential employment opportunities and/or training, focusing on specific areas of technical knowledge or skills and other proficiencies necessary for Employment Development some position and may refer some Employment Development Specialist Specialist clients to other agencies or community service programs to increase opportunities. Provide job coaching on an as needed basis. Use American Sign Language for communication and have knowledge of Deaf culture. Work with families and individuals to help those in need by coordinating housing, healthcare, counseling, education, and/or Family Service Coordinator rehabilitative services. Most Family Service Coordinator communities have social services agencies in need of staff with signing skills and knowledge of Deaf culture. Job Coach Provide specialized on-site training Job Coach to employees with disabilities by helping them learn to perform jobs accurately, efficiently and safely. Most communities have rehabilitation agencies in need of staff with signing skills and knowledge of Deaf culture. Work with people with disabilities to find/develop jobs based on skills Job Developer & interests. Most communities have Job Developer rehabilitation agencies in need of staff with signing skills & knowledge of Deaf culture. Work with and assist individuals who have disabilities by maximizing their potential and their independence in their vocational, Rehabilitation Counselor independent living, and educational Rehabilitation Counselor pursuits. Most communities have rehabilitation agencies in need of counselors with signing skills and knowledge of Deaf culture. Help people find meaningful work that increases independence allowing them to contribute to their communities. Vocational State Vocational Rehabilitation rehabilitation counselors implement State Vocational Rehabilitation Counselor plans for training, therapy, and Counselor other support systems that lead to success. All states have rehabilitation agencies in need of counselors with signing skills and knowledge of Deaf culture. Implement a well-organized vocational guidance program, by administering the necessary assessments and interpreting the Vocational Evaluator results along with counseling for Vocational Evaluator Information consumers,. All states have rehabilitation agencies in need of vocational evaluators with signing skills and knowledge of Deaf culture. Work Adjustment Training Help individuals who have or can Work Adjustment Counselor Counselor learn the skills necessary to increase Adjustment Counselor Information their chances of finding and maintaining employment while encouraging the individual to improve task production, speed, task quality, stamina, and attendance as well as interpersonal skills through emphasis on the demands and value of work. Most communities have rehabilitation agencies in need of WAT counselors with signing skills and knowledge of Deaf culture.

RELAY/TRANSLATION SERVICES Provide consumers who are Deaf or Hard of Hearing an exact CART Reporter (verbatim) speech-to-text instant CART Services and translation, through typing, which C-Print Voice to Text Transcription appears on a TV, computer monitor, Vital Signs L LC web chat room, projection screen, etc. Allows persons with hearing or speech disabilities to place and receive telephone calls using typing. Relay service is Relay Operator Relay Operator available in all fifty states, the Maryland Relay District of Columbia, Puerto Rico and the U.S. territories for local and/or long distance calls.

CAREERS IN INTERPRETING Interpreters work in a variety of settings including medical, legal, religious, mental health, rehabilitation, performing arts, non-profit, corporate and private sectors. Even with fluent ASL skills, specialized training is necessary in order learn the skills required to multitask and follow ethical standards of a professional ASL/English interpreter. We strongly recommend completion of a recognized Interpreter Preparation Program. Interpreter Preparation Programs are available at the certificate, Associate, Bachelor, and Master’s degree levels. If interested, you can discuss which program is best for you with an advisor or mentor. You may also visit the Registry of Interpreters for the Deaf website at www.rid.org or Discovering Interpreting at http://www.discoverinterpreting.com. A national membership organization that plays a leading Registry of Interpreters for the role in advocating for excellence in RID Deaf (RID) the delivery of interpretation and transliteration services between people who use sign language and people who use spoken language  Community & Private Practice  Education  Healthcare & Mental Health  Non-profit & Corporate Interpreting Types of Interpreting  Religious  Performing Arts  Deafblind-Tactile/Close-vision  Team  Video Relay/Video Remote Interpreter coordinators are responsible for a variety of complex tasks related to managing and providing interpreters for a variety of settings to Interpreter Coordinator meet the needs, and modalities of individual clients. They may also function in a supervisory capacity, and may be responsible for oversight and management of offices and/or conference events. Responsibilities may include contacting interpreters to assign jobs, scheduling appointments, and updating calendars, coordinating Interpreter Scheduler assignments for workshops, conferences, and classes. Knowledge of Deaf culture, and ADA, exceptional communication skills and the ability to work independently as well as a team in a deadline-oriented environment paying close attention to detail in a fast-paced environment.

Obtain interpreting assignment information, confirm with customers, and Customer Service Representative maintain effective communication with office staff. Must be flexible and able to prioritize and manage workload in a fast-paced team environment.

CAREERS IN TEACHING To become competitive, most candidates pursuing a career in Deaf Education complete a Master’s degree in Deaf Education or a related education degree. Towson’s Elementary Education major along with a major or minor in Deaf Studies is one route to employment and/or graduate school. A major in Deaf Studies with elective courses in Education has also been a successful route to employment in Deaf Education. Provide services to children with Early Intervention Specialist/ certain developmental delays or Parent Infant/Early Intervention disabilities. Work with children MSD Family Education Parent Infant Specialist/ from infancy to age three. Function State of Maryland - Early as a member of a professional team Family Educator Childhood Development that provides a variety of services to children and their families. Provide specialized instruction to students with hearing or vision loss Itinerant Teacher Itinerant Teacher and support to their teachers. Travels between schools throughout the work day.

Teacher of the Deaf in a Educate deaf/hard of hearing Mainstream Deaf Education students in general education Mainstream School Clarke School classes with their peers. Teacher of the Deaf in a School for Educate deaf/hard of hearing Maryland School for the Deaf / the Deaf students in an all-deaf environment. MSD Website Ex: Maryland School for the Deaf (MSD)

Educate deaf/hard of hearing students in a classroom of students who share similar academic Teacher of the Deaf in a Self- requirements that offer structure, Self-Contained Classroom Contained Classroom routine, & appropriate expectations; some students may require a higher level of specialization. Perkins School-Educator Resources Teacher for Deafblind Children Teach students with dual sensory Teaching Strategies loss of hearing & vision. Teaching Deafblind Students Graduate Degree Information ASL Teacher Teach American Sign Language to ASLTA high school and/or college students.

TEACHER CERTIFICATION There are many different types of teacher certification. Certification is offered by each state, and requirements vary by state. There are certifications to teach high school, pre-school, special education, Deaf education, etc. Certification is based on completion of specific courses and student teaching experiences. It is sometimes possible to earn a certification by completing specific courses without the matching degree. There is also a national certification for teaching Deaf children (see CED below). Teacher candidates must take the Praxis I and II exams and apply for state certification. In some cases, educational facilities may employ graduates with a Bachelor’s degree in Deaf Studies, indicating knowledge of ASL and Deaf culture, for teaching positions. Towson’s Elementary Education programs offer all of the courses needed to obtain certification to teach elementary school for hearing children. Anyone who completes the ELED major (with or without the DFST major/minor) is eligible for this certification. Students with knowledge of American Sign Language and Deaf culture may be qualified to apply for jobs in Deaf education. What does Towson offer? Towson does not offer CED certification (see below), or MD State Certification as a Teacher of the Deaf. This certification requires certain courses (how to teach reading, math, social studies, etc.) and a certain number of hours of student teaching in a school for deaf children. Towson’s DFST program recommends that students who want to become certified as Teachers of the Deaf earn a Master’s Degree in Deaf Education from a program that offers this certification after graduation from the DFST program. The Council on Education of the Deaf (CED) is a national organization which accredits teacher preparation programs in accordance with Council for Exceptional Children (CED) core standards and its own standards What about certification for designed specifically for programs preparing teachers of Deaf and hard of teaching Deaf Children? hearing students. Graduates of CED-accredited teacher preparation programs are eligible for CED Individual Certification, which represents the highest national standard of quality for teachers of Deaf and hard of hearing students. For more information on CED, please go to http://councilondeafed.org. The answer: it depends. It depends on the area where you want to work, on the individual applicant’s signing skills and teaching experience, and who the competition is and if other applicants have teacher certification (either state or national) and appear to be more qualified. In the history of Towson’s DFST program, many graduates have obtained employment at Can a student who graduates the Maryland School for the Deaf or other local public schools in with ELED major and DFST programs for Deaf students, and/or other states as teachers and teacher’s minor or DFST major obtain a aides working with Deaf children. A strong background in ASL and Deaf job as a Teacher of the Deaf? culture are highly valued, and graduates compete well with graduates of Deaf Education undergraduate programs. While there is no guarantee that an employer will select an applicant without a teaching certificate, Towson Deaf Studies alumni have an excellent history of obtaining employment in education. Many alumni have obtained employment in Deaf Education and obtained financial support from their employer to pay for all or part of the Master’s Degree in Deaf education while they are employed. CAREERS WITH A GRADUATE DEGREE Identify hearing and balance disorders, provide rehabilitative services, assesse amplification devices and instruct patients in how Audiologist to use and maintain the devices. Audiology May also serve as a consultant to government and industry on issues concerning environmental and noise-induced hearing loss. The primary duty of a disability specialist is to determine whether an individual is eligible for disability services. Disability specialists normally evaluate a person’s medical records, psychological tests and other data during this determination process. They may also provide support and assistance with problem solving in Towson University DSS Link Disability Support Specialist (Post- many circumstances and provide DSS Coordinators Duties & Secondary) training to staff. Responsibilities To become a disability specialist, Job Description you must have at least a bachelor’s degree in psychology, counseling or social work counseling. Some employers will require a master’s degree in counseling, psychology, special education, social work counseling or education, and at least two years of experience working with people with disabilities Provide services that contribute to healing as well helping people maintain good health. Services may include providing medical advice, Health Care Provider diagnostic services, and issuing Health Care Provider referrals. Individuals whose first language is American Sign Language need health care professionals who sign and have knowledge of Deaf culture. Provide ongoing psychological support for clients suffering from depression, substance abuse, unhealthy relationships, and other Mental Health Counselor mental and psychological issues. Mental Health Counselor Individuals whose first language is American Sign Language need mental health care professionals who can sign and have knowledge

of Deaf culture. Specialize in the structure and function of the brain that relates to specific psychological processes Neuropsychologist and behaviors. Individuals whose Neuropsychologist first language is American Sign Language need professionals who sign and have knowledge of Deaf culture and disabilities. Treat injured, recovering, ill, or patients with disabilities through the therapeutic use of everyday activities. Help patients develop, Occupational Therapist recover, and improve skills needed OT for daily living and working. Individuals whose first language is American Sign Language need professionals who sign and have knowledge of Deaf culture. Work with people who have life adjustment problems and those who may also have emotional disorders or Psychologist mental illnesses. Provide treatment Psychologist for people of all ages, in both family and group settings. It is important to have psychologists who can sign and have knowledge of Deaf culture. School/Guidance Counselor Help students in the areas of School Counselor academic achievement, National Counselors of the Deaf personal/social development and Assoc. career development; help lead them to become productive, well-adjusted adults. Most schools for deaf children have this position. Help children and youth succeed academically, socially, behaviorally, and emotionally. School Psychologist Highly trained in both psychology School Psychologist and education. Work with students and their families along with other school professionals. Most schools for deaf children have this position. Promote and support students’ academic and social success by School Social Worker providing specialized services, School Social Worker linking home, school, and the community. Most schools for deaf children have this position. Help individuals, groups, or communities enhance or restore their capacity for social function and create societal conditions Social Worker favorable to that goal. Individuals Social Worker whose first language is American Sign language need social workers who sign and have knowledge of Deaf culture. Assess, diagnose, treat, and help prevent speech, language, Speech-Language Pathologist cognitive-communication, voice, SLP swallowing, fluency, and other related disorders. Deaf Education Network Educate deaf/hard of hearing Maryland School for Deaf Teacher of the Deaf students in an all-deaf environment. Conference of Educational Ex: Maryland School for the Deaf Administrators of Schools and (MSD) Programs for the Deaf

ALUMNI FEEDBACK Graduates of Towson University’s Deaf Studies Program are prepared for careers in a variety of professions. Feedback from a survey of Towson University Deaf Studies alumni is posted below.

“The Deaf Studies major/degree provided me with a strong foundation for when I entered my interpreter training program.” AR, NIC Certified Freelance Interpreter Class of 2002

“The program prepared me for future learning - I completed the Deaf Studies program in 2003 and continued on to Gallaudet to earn my MA and Ph.D. in ASL Linguistics. I currently work as a VRS interpreter and an interpreter educator. I also do research and workshops in the field of interpreting and linguistics.” RM, Ph.D. RID Certified Interpreter Class of 2003

“The Deaf Studies program helped me prepare for my current position by providing access to ASL…and by teaching respect for the Deaf Community…because we were required to interact with the Deaf Community at public events, I gained more confidence in my receptive skills and ability to communicate in ASL.” MM, NIC Sign Language Interpreter Class of 2004

“I had a terrific ASL instructor who taught me how to be an ally. And I had a terrific advisor that never stopped working for me.” JAS, J.D. Director of Public Policy and Advocacy Registry of Interpreters for the Deaf Class of 2005

“The Deaf Studies program helped to prepare me for my current position by teaching me the skill of ASL, and helping me develop understanding and knowledge of Deaf Culture and the ability to communicate with Deaf /HH students. Without the support of Dr. Cooper and education from the Deaf Studies faculty, I would not have had this opportunity. I love my job and could not be happier!” JM, M.A. Towson University - Disability Support Services Class of 2007

“I currently teach ASL to hearing students in a public school…the Deaf Studies program helped me obtain my position…and provided a lot of the background I needed to know about the Deaf Community and Deaf Culture.” LC ASL Teacher Class of 2008

“The program helped prepare me for my current career by teaching me the basics- the language and the culture. It also gave me the opportunity to explore what potential careers I could pursue.” MP – Social Worker Maryland School for the Deaf Class of 2009

“Towson really did help me with my current position because that is where I learned ASL. I had taken other classes at a different college but when I got to Towson, I was able to understand the complexity of the language and also felt more confident to carry on a conversation with deaf people.” MS – Case Manager People Encouraging People Class of 2011 “I enjoy my job greatly!” BG- Coordinator of the After School Program Maryland School for the Deaf Class of 2014