Uploaded January 2024 | Updated September 2026, 2 weeks ago
From "58-IN-MIND: Multilingual Teaching Strategies for Diverse Deaf Students."
Edited by Debbie Golos, Marlon Kuntze, Kimberly Wolbers, and Chris Kurz.
Find out more at https://gupress.gallaudet.edu/58-IN-MIND
Published by Gallaudet University Press.
****This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.****
Signed by chapter co-author Carrie Lou Bloom.
Carrie has wavy hair with bangs and is wearing a beige sweater and light purple glasses. She is seated in front of a green background.
Transcript:
My name is Carrie Lou Bloom. I’m an educational researcher and evaluator. I work at the University of Texas at Austin as an Assistant Professor of Practice in Educational Leadership and Policy. I’m also the co-director of the National Deaf Center on Postsecondary Outcomes, a federally funded grant focused on improving the systems of support for deaf people as they leave high school to continue their education and training. I have degrees in deaf education, deaf studies, program evaluation, and a doctoral degree in educational psychology.
My co-author, Kristin Ryan, works at Metro Deaf School as a transition coordinator. She has a degree in education and is a licensed work-based learning coordinator. She helped establish the transition program at Metro Deaf School, where she works with deaf students from 9th to 12th grade to ensure they are ready for life after high school.
This chapter is important because schools and educational programs across the country have an obligation to make sure all students have the support they need for successful transition. We understand that schools vary widely in how they approach transition planning, dependent on state regulations, district guidelines, interagency collaboration, community resources, and staff expertise. We believe that transition is foundational to everything we do in K-12 educational systems, and that all teachers and school staff should have the knowledge and expertise to support deaf students in transition, not only transition specialists.
Our foundational belief is that transition for deaf students must be student-centered and deaf-centered. We use this perspective to develop the four core recommendations in this chapter: raise expectations, set good goals, rely on community resources, and develop a strong collaborative team.
From "58-IN-MIND: Multilingual Teaching Strategies for Diverse Deaf Students."
Edited by Debbie Golos, Marlon Kuntze, Kimberly Wolbers, and Chris Kurz.
Find out more at https://gupress.gallaudet.edu/58-IN-MIND
Published by Gallaudet University Press.
****This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.****
Signed by chapter co-author Carrie Lou Bloom.
Carrie has wavy hair with bangs and is wearing a beige sweater and light purple glasses. She is seated in front of a green background.
Transcript:
My name is Carrie Lou Bloom. I’m an educational researcher and evaluator. I work at the University of Texas at Austin as an Assistant Professor of Practice in Educational Leadership and Policy. I’m also the co-director of the National Deaf Center on Postsecondary Outcomes, a federally funded grant focused on improving the systems of support for deaf people as they leave high school to continue their education and training. I have degrees in deaf education, deaf studies, program evaluation, and a doctoral degree in educational psychology.
My co-author, Kristin Ryan, works at Metro Deaf School as a transition coordinator. She has a degree in education and is a licensed work-based learning coordinator. She helped establish the transition program at Metro Deaf School, where she works with deaf students from 9th to 12th grade to ensure they are ready for life after high school.
This chapter is important because schools and educational programs across the country have an obligation to make sure all students have the support they need for successful transition. We understand that schools vary widely in how they approach transition planning, dependent on state regulations, district guidelines, interagency collaboration, community resources, and staff expertise. We believe that transition is foundational to everything we do in K-12 educational systems, and that all teachers and school staff should have the knowledge and expertise to support deaf students in transition, not only transition specialists.
Our foundational belief is that transition for deaf students must be student-centered and deaf-centered. We use this perspective to develop the four core recommendations in this chapter: raise expectations, set good goals, rely on community resources, and develop a strong collaborative team.
