Open Access. Powered by Scholars. Published by Universities.®
Disability and Equity in Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Social and Behavioral Sciences (40)
- Sociology (24)
- Accessibility (23)
- Quantitative, Qualitative, Comparative, and Historical Methodologies (19)
- Special Education and Teaching (18)
-
- Teacher Education and Professional Development (13)
- Educational Psychology (12)
- Higher Education (12)
- Curriculum and Instruction (10)
- Medicine and Health Sciences (9)
- Psychology (8)
- Gender Equity in Education (7)
- Social Statistics (7)
- Disability Studies (6)
- Educational Assessment, Evaluation, and Research (6)
- Higher Education and Teaching (6)
- Arts and Humanities (5)
- Educational Administration and Supervision (5)
- Educational Methods (5)
- Elementary Education and Teaching (5)
- Scholarship of Teaching and Learning (5)
- Computer Sciences (4)
- Early Childhood Education (4)
- Educational Technology (4)
- Online and Distance Education (4)
- Physical Sciences and Mathematics (4)
- Curriculum and Social Inquiry (3)
- Graphics and Human Computer Interfaces (3)
- Keyword
-
- Disability (7)
- Education (7)
- Autoethnography (6)
- Qualitative Research (5)
- Deaf (4)
-
- Employment (4)
- Rehabilitation Counseling (4)
- Students with disabilities (4)
- Dyslexia (3)
- Higher Education (3)
- Higher education (3)
- Interpretative Phenomenological Analysis (3)
- Phenomenology (3)
- Accessibility (2)
- Case study (2)
- Civil rights (2)
- Collaborative Autoethnography (2)
- Communication (2)
- Community college (2)
- Computer science (2)
- Developmental disabilities (2)
- Educational technology (2)
- Inclusion (2)
- Inclusive Education (2)
- Learning Disabilities (2)
- Medical Students (2)
- Narrative inquiry (2)
- Participatory Research (2)
- Professional Identity (2)
- Psychology (2)
- Publication Year
- Publication
- Publication Type
Articles 31 - 60 of 63
Full-Text Articles in Disability and Equity in Education
On Being A Zebra: Negotiating A Professional Identity Whilst Coping With A Rare And Recurrent Illness, Phyllis Jones Professor
On Being A Zebra: Negotiating A Professional Identity Whilst Coping With A Rare And Recurrent Illness, Phyllis Jones Professor
The Qualitative Report
In this autoethnography I discuss some of the impacts of a chronic and long -term illness on my professional identity of a professor. I examine issues of lack of control throughout the discussion. I also discuss the contribution of phenomenological accounts in the form of autoethnography in serving to challenge society’s view of disability. I suggest the individual intersection of disability and identity demand that the scholarly community listen more to the stories of people who have actual experience of long-term chronic illness. In doing this, we may develop nuanced understandings of the impact of chronic long - term illness …
Dinner Table Syndrome: A Phenomenological Study Of Deaf Individuals’ Experiences With Inaccessible Communication, David R. Meek
Dinner Table Syndrome: A Phenomenological Study Of Deaf Individuals’ Experiences With Inaccessible Communication, David R. Meek
The Qualitative Report
Conversations at the dinner table typically involve reciprocal and contingent turn-taking. This context typically includes multiple exchanges between family members, providing opportunities for rich conversations and opportunities for incidental learning. Deaf individuals who live in hearing non-signing homes often miss out on these exchanges, as typically hearing individuals use turn-taking rules that differ from those commonly used by deaf individuals. Hearing individuals’ turn-taking rules include use of auditory cues to get a turn and to cue others when a new speaker is beginning a turn. Given these mechanisms, hearing individuals frequently interrupt each other—even if they are signing. When deaf …
Mothers Of Children With Dyslexia Share The Protection, “In-Betweenness,” And The Battle Of Living With A Reading Disability: A Feminist Autoethnography, Christine Woodcock
Mothers Of Children With Dyslexia Share The Protection, “In-Betweenness,” And The Battle Of Living With A Reading Disability: A Feminist Autoethnography, Christine Woodcock
The Qualitative Report
In order to shed personalized light upon some of the confusions surrounding dyslexia, this study draws upon critical disability studies to share the stories of mothers of children with dyslexia. This feminist autoethnography shares the voice of the researcher alongside interviews with 5 participants, all mothers of children with dyslexia, who were in their 40s, and ethnically and socioeconomically diverse. Using interpretative phenomenological analysis, results illustrated that the children inhabited an “in-betweenness” in their disability, in the ways dyslexia was less visual and therefore misunderstood. Likewise, the children presented a great deal of resistance in their learning, which was later …
Parents Of Students With Disabilities Views In Learning Physical Education In Special Needs School, Dena Widyawan, Amung Ma'mun, Berliana Rahely, Yudy Hendrayana
Parents Of Students With Disabilities Views In Learning Physical Education In Special Needs School, Dena Widyawan, Amung Ma'mun, Berliana Rahely, Yudy Hendrayana
The Qualitative Report
The objective of this study was to find out the experience and parents’ participation in Physical Education from the view of the parents of students with disabilities. This study applied a hermeneutic phenomenological qualitative method. The sample of this study was parents of students with disabilities in Special Needs School. 5 people (3 men, 2 women) who were selected as a sample using the purposeful sampling technique. The instrument was used from a previous study which used Seidman’s interviewing guidelines (Seidman, 1998). The findings show that that parents were actively involved in students’ learning in the various environments: at home, …
What Factors Influence Chinese Students To Choose Master Program In Jmc: A Phenomenological Study, Zhiwei Wang Dr., Zhenbiao He Prof., Zhengke Fu Dr.
What Factors Influence Chinese Students To Choose Master Program In Jmc: A Phenomenological Study, Zhiwei Wang Dr., Zhenbiao He Prof., Zhengke Fu Dr.
The Qualitative Report
The number of Chinese postgraduates in JMC has steadily increased with the growing number of JCC master’s programs in in China. Little is known about key factors that influence Chinese students’ decisions in choosing which program attend. In order to fill a gap in the academic field, a qualitative phenomenological approach was applied to examine the experiences of seven Chinese master’s students in JMC from three different universities in Zhejiang province, China. Three important themes have been created including (1) geographical advantages; (2) recommendation of peers and professors; and (3) course design and curriculum. These findings have important implications for …
An Exploratory Study Of The Perceptions Of Footwear For Individuals Who Use Lower Limb Orthotics, Margaret E. Gegen, Teresa Plummer, Nancy Darr
An Exploratory Study Of The Perceptions Of Footwear For Individuals Who Use Lower Limb Orthotics, Margaret E. Gegen, Teresa Plummer, Nancy Darr
Internet Journal of Allied Health Sciences and Practice
The purpose of this study was to explore individual’s perceptions of orthotics and footwear. A survey was created by the authors with the expert opinions of physical and occupational therapists and was distributed to two therapy clinics in Tennessee that provide both occupational therapy and physical therapy as well as on several online support groups. Seventy-nine (79) caregivers completed surveys. Thematic analysis was performed using Nvivo 10 (QSR International) and descriptive statistics were generated using the Statistical Package for the Social Sciences (SPSS) IBM International). Ninety percent (90%) of participants report that orthotics affect what type of shoes the user …
Effecting Epiphanous Change In Teacher Practice: A Teacher’S Autoethnography, Karen D. Barley Ms, Jane Southcott
Effecting Epiphanous Change In Teacher Practice: A Teacher’S Autoethnography, Karen D. Barley Ms, Jane Southcott
The Qualitative Report
This study comprises of a series of autoethnographic vignettes stemming from Karen’s life experiences that provide a snapshot of her quest for equality and fairness in her personal life, as well as her professional life as a primary school and special education educator. Karen later became a teacher of teachers, keen to share what she had learned with her peers. It was when she began educating other teachers that she became even more self-reflective with the most poignant question being, what causes one to change their beliefs, attitude, or way of thinking? The included vignettes encapsulate significant stories, starting from …
In Jen’S Shoes – Looking Back To Look Forward: An Autoethnographic Account, Jennifer L. Sze, Jane Southcott
In Jen’S Shoes – Looking Back To Look Forward: An Autoethnographic Account, Jennifer L. Sze, Jane Southcott
The Qualitative Report
This paper discusses the monumental events in my life that have shaped my two professional identities, teacher and researcher. I used autoethnography as a research methodology to traverse my personal life narratives across two different countries: Vietnam and Australia to seek and to examine my dual cultural identities, and how they shaped me. I am a passionate teacher who believes that teaching can change the world through the causes that I care about such as anti-racism and equity in education for students from all backgrounds. In this case study, data were collected by semi-structured interview and reflection on journals. Data …
The Coexistence Plan At A Secondary School: Analysis Based On The Voices Of Students And Teachers, Gustavo González-Calvo, David Hortigüela-Alcalá, Alejandra Hernando-Garijo, Ángel Pérez-Pueyo
The Coexistence Plan At A Secondary School: Analysis Based On The Voices Of Students And Teachers, Gustavo González-Calvo, David Hortigüela-Alcalá, Alejandra Hernando-Garijo, Ángel Pérez-Pueyo
The Qualitative Report
The main objective of this research is to analyse the Plan for Coexistence at a Spanish Secondary School and its implementation from the perspective of an inclusive model of school management. Beginning with a theoretical review of different national and international contributions centred on inclusive education and the improvement of school coexistence, we have chosen a qualitative methodology that will enable us to listen and to give a voice to the main members of the school community: students and teachers. We show how the Citizenship Plan follows an inclusive focus, enhancing the participation of the whole community in the different …
Parents Of Children With Significant Disabilities Describe Their Children’S Eating Habits: A Phenomenological Study, Brianna M. Grumstrup, Maryann Demchak
Parents Of Children With Significant Disabilities Describe Their Children’S Eating Habits: A Phenomenological Study, Brianna M. Grumstrup, Maryann Demchak
The Qualitative Report
This qualitative phenomenological study, through interviews, aimed to understand the experiences of parents of children with significant multiple disabilities about their children’s eating habits. Review of literature indicated disparities in health between people with significant disabilities (SD) that include intellectual disabilities (ID), intellectual/developmental disabilities (IDD), or multiple impairments (MI) and people who are typically developing. People with significant disabilities are at a higher risk for obesity, future weight gain, underweight and/or malnutrition, adherence to a less-healthy diet, and problem behaviors during meal time. Semi-structured initial and follow-up interviews used general questions to gather data, which were subsequently coded and examined …
Inclusion For A Student With Vision Impairment: “They Accept Me, Like, As In I Am There, But They Just Won’T Talk To Me.”, Jill L. Opie, Jane Southcott
Inclusion For A Student With Vision Impairment: “They Accept Me, Like, As In I Am There, But They Just Won’T Talk To Me.”, Jill L. Opie, Jane Southcott
The Qualitative Report
We explore the experiences of Nick, a secondary school student with vision impairment in an Australian mainstream school in this study, and we particularly focus on whether he perceived his education as inclusive. We have used Interpretative Phenomenological Analysis in this single individual case as this approach explores our participant’s understandings which may be revealed by close examination of mindful experiences. The “gem” spoken by Nick (pseudonym), our 16-year old participant, was “They accept me, like as in I am there, but they just won’t talk to me.” This statement summarises his sense of not belonging, of being other, and …
How Involved Should They Be? Students With Asd In Postsecondary Settings And Their Family Members, Bryan Dallas, Julie Ramisch, Alyssa Ashmore
How Involved Should They Be? Students With Asd In Postsecondary Settings And Their Family Members, Bryan Dallas, Julie Ramisch, Alyssa Ashmore
The Qualitative Report
We investigated the need for family member involvement for students with Autism Spectrum Disorder (ASD) in postsecondary settings. We also looked at the perceived needed and fulfilled roles of family members and if family member involvement resulted in positive outcomes for postsecondary students with ASD. We surveyed 211 postsecondary Disability Support Professionals (DSPs) through the AHEAD organization. Using a mixed methods approach including inductive content analysis, results primarily indicated that there is a need for family members to be involved non-academically with students with ASD. We discuss roles that DSPs think family members should fulfill versus roles that DSPs think …
Life-Lines Of Spanish Students With Disabilities During Their University Trajectory, Noelia Melero, Anabel Moriña, Rosario López-Gavira
Life-Lines Of Spanish Students With Disabilities During Their University Trajectory, Noelia Melero, Anabel Moriña, Rosario López-Gavira
The Qualitative Report
The authors conducted this study at a Spanish university to find out what barriers and aids students with disabilities identified during their university trajectories. The authors used a biographical narrative method, and specifically, life histories. Our analysis concentrated on the life-lines and interviews, showing the histories of three students with disabilities. We analyzed data through a narrative system, approaching each life history separately and making a global analysis of it. The results section presents the university trajectory of three students with disability, Javier, Luz María and José Manuel. Each student made a personal narration of his own university experience in …
Nsu M.S. In Development Disabilities [No Date], Nova Southeastern University
Nsu M.S. In Development Disabilities [No Date], Nova Southeastern University
Abraham S. Fischler College of Education and School of Criminal Justice College Archive
No abstract provided.
Assistive Technology Guidelines For Higher Education Disability Support Staff, Brenda Delee
Assistive Technology Guidelines For Higher Education Disability Support Staff, Brenda Delee
CCAC Theses and Dissertations
With the changing laws and effective integration of assistive technology into the classroom environment, students can have the provision of multiple means to complete their work with greater independence. In post secondary education, any student who discloses a sensory, cognitive, or physical disability is eligible to request and receive assistive technology and other services. When used correctly, assistive technology can help students with reading, writing, math, and communication skills. With a possible influx of students, disability support staff must be prepared and willing to meet the needs and address issues relating to students with disabilities. If their needs are not …
Nsu M.S. In Developmental Disabilities [No Date], Nova Southeastern University
Nsu M.S. In Developmental Disabilities [No Date], Nova Southeastern University
Abraham S. Fischler College of Education and School of Criminal Justice College Archive
No abstract provided.
Writing With The ‘Other’: Combining Poetry And Participation To Study Leaders With Disabilities, Rama Cousik, Paresh Mishra, Mariesa K. Rang
Writing With The ‘Other’: Combining Poetry And Participation To Study Leaders With Disabilities, Rama Cousik, Paresh Mishra, Mariesa K. Rang
The Qualitative Report
In this paper, we describe the process of transformative co-authorship between researchers and a participant with disabilities. The researchers were conducting a larger study that aimed to identify different factors that shaped individuals with disabilities to assume leadership roles. Drawing from interview data obtained from the participant, one researcher wrote a poem that provided a stage for the researchers and the participant to engage in reflexive process that transformed the researchers-participant relationship to that of co-authors. This paper describes this transformative process and what everyone learned from this enriching experience.
Preservice Teachers’ Perceptions Of Using Ipads With Students With Learning Disabilities, Daljit Kaur
Preservice Teachers’ Perceptions Of Using Ipads With Students With Learning Disabilities, Daljit Kaur
The Qualitative Report
Preservice teachers reflected on their experiences teaching mathematics to ten students using iPads. The students had learning disabilities and were tutored over 5 consecutive weeks. Teachers reflected weekly for 5 weeks then responded to an online open-ended survey regarding their overall teaching experience. Findings suggest that the experience allowed preservice teachers to gain helpful insight, knowledge, and ideas on how to use iPads as an instructional tool.
“It Helps If You Are A Loud Person”: Listening To The Voice Of A School Student With A Vision Impairment, Jill Opie, Jane Southcott, Joanne Deppeler
“It Helps If You Are A Loud Person”: Listening To The Voice Of A School Student With A Vision Impairment, Jill Opie, Jane Southcott, Joanne Deppeler
The Qualitative Report
Students with vision impairment who attend mainstream secondary schools in Australia may not experience education as an inclusive and positive experience. This study of one senior secondary student with vision impairment provides a rare opportunity to give voice and provide understandings of the experience from the perspective of the student. The research question that drove this study was: What is the experience of mainstream schooling for a student with a vision impairment? The participant in this Interpretative Phenomenological Analysis study was Edward (pseudonym), a student in his final year of secondary schooling. Edward encountered significant barriers to inclusion, specifically teaching, …
Perspectives And Experiences Of Deafblind College Students, Ju-Lee A. Wolsey
Perspectives And Experiences Of Deafblind College Students, Ju-Lee A. Wolsey
The Qualitative Report
DeafBlind individuals are resilient human beings who face significant and complex challenges in all aspects of life. Challenges include access to information, communication, academics, social activities, identity, independence, mobility, and moving around in the world. Recently, more DeafBlind students are attending higher education institutions. Therefore, this study focuses on discovering experiences and perspectives of DeafBlind college students who attend a bilingual and bicultural university for sighted Deaf students, where there are a limited number of DeafBlind students. Personal interviews and observations are used to explore how DeafBlind adults navigated college life and what coping strategies they used to overcome academic …
Problematizing Reflexivity, Validity, And Disclosure: Research By People With Disabilities About Disability, James Sheldon
Problematizing Reflexivity, Validity, And Disclosure: Research By People With Disabilities About Disability, James Sheldon
The Qualitative Report
In this article, I explore the potential for people with disabilities to conduct research about disability in education. Drawing upon Rasmussen (2006), I consider whether merely sharing one aspect of identity with participants is enough to gain an emic (insider) perspective when doing research. I argue that not only should we problematize our own identity, but that research should change the researcher’s own identity and that the degree to which research promotes this change is an essential aspect of formal validity of the research. Finally, I propose some practical implications and offer some advice for researchers conducting research on disability.
Teaching Irish Sign Language In Contact Zones: An Autoethnography, Noel Patrick O'Connell
Teaching Irish Sign Language In Contact Zones: An Autoethnography, Noel Patrick O'Connell
The Qualitative Report
The central purpose of this autoethnographic study is to provide an account of my experiences as a deaf teacher teaching Irish Sign Language (ISL) to hearing students in a higher education institution. My cultural and linguistic background and personal history guided the way I interacted with students who found themselves confronted by a unique culture quite separate from what they had known before. By engaging in autoethnographic journal writing recorded over a period of three months, I reveal the complex social and historical relations manifested in the contact between deaf and hearing cultures in the classroom. More specifically, I consider …
Studying Medicine With Dyslexia: A Collaborative Autoethnography, Sebastian C.K. Shaw, John L. Anderson, Alec J. Grant
Studying Medicine With Dyslexia: A Collaborative Autoethnography, Sebastian C.K. Shaw, John L. Anderson, Alec J. Grant
The Qualitative Report
The topic of this article is the experience of the impact of dyslexia on medical studies, explored using a collaborative autoethnographic methodological approach. The study was prompted by an initial and ongoing full search of the literature, which revealed an absence of autoethnographic research into the experiences of medical students with dyslexia. It has four aims: to provide an in-depth, multi-layered account of the impact of dyslexia on a UK undergraduate medical student; to help other students and academic support staff in similar situations; to outline improvements that could be made to medical and other educational curricula and examination procedures, …
Work-Related Resilience: Deaf Professionals’ Perspectives, Kim B. Kurz, Peter C. Hauser, Jason D. Listman
Work-Related Resilience: Deaf Professionals’ Perspectives, Kim B. Kurz, Peter C. Hauser, Jason D. Listman
JADARA
Ten Deaf professionals were interviewed about their perspectives on resilience risk and protective factors that affect career success. Thematic analysis revealed four main risk factors, all related to inequalities: (a) audism and linguistism; (b) networking challenges; (c) working harder than hearing peers; and, (d) promotion limitations. The Deaf community was described as a resilience protective factor that counters the work-related risk factors because it provides: (a) social support; (b) role models; and, (c) “Deaf can” optimism. The results have important implications for vocational rehabilitation, education and counseling programs as they highlight the protective factors Deaf employees need for work-related resilience.
The Impact Of Family Autism Camp On Families And Individuals With Asd, Luchara R. Wallace
The Impact Of Family Autism Camp On Families And Individuals With Asd, Luchara R. Wallace
The Qualitative Report
Families of children with disabilities, such as Autism Spectrum Disorders (ASD), often search for opportunities to acquire information about and receive emotional support from others who may have or had similar experiences. An evaluation of the Dakota Black Goose Family Autism Camp sought to determine the impact of the family camp experience. Pre- and Post-Camp surveys were administered upon families’ arrival at Camp and prior to their departure (n=17) to evaluate the overall quality of the program as well as the level of informational and emotional support anticipated and received. Follow-up interviews were completed six months post Camp to determine …
Peer Victimization In Students Who Are Deaf And Hard Of Hearing: Exploring Educational Placement, Emily M. Lund, Scott W. Ross
Peer Victimization In Students Who Are Deaf And Hard Of Hearing: Exploring Educational Placement, Emily M. Lund, Scott W. Ross
JADARA
Forty-five American students who are Deaf/hard of hearing (SWD/HOH) in grades 5-12 completed a survey assessing their experiences with peer victimization. Almost four-fifths reported victimizing peers over the past two months, and almost 90% reported being the victim of peer victimization during that same timeframe. The most commonly reported types of peer victimization were verbal and relational aggression. Students who attended a Deaf-only campus reported greater mean victimization than those attending magnet programs located in general education schools. The results highlight the need for evidence-based programs that address peer victimization among SWD/HOH.
I Can’T Say I Wasn’T Anticipating It, But I Didn’T See It Coming In This Magnitude: A Qualitative Fieldwork Experience In The North West Region Of Cameroon, Beryl Bamu, Elisabeth De Schauwer, Geert Van Hove
I Can’T Say I Wasn’T Anticipating It, But I Didn’T See It Coming In This Magnitude: A Qualitative Fieldwork Experience In The North West Region Of Cameroon, Beryl Bamu, Elisabeth De Schauwer, Geert Van Hove
The Qualitative Report
This article draws explicitly on the fieldwork challenging experiences of an ongoing PhD study which seeks to explore the role of the community in the inclusion of people with disabilities in the Northwest Region of Cameroon. It is apparent that every qualitative researcher undertaking fieldwork anticipate being confronted with challenges and difficulties in the process. Nevertheless, in spite of the anticipation of these challenges and complexity that exist in the field, as well as prior preparation, fieldwork can still be a very intense and challenging experience. This is because many unanticipated encounters arise during fieldwork, which the researchers did not …
Preservice Teachers’ Perceptions Of Students With Learning Disabilities: Using Mixed Methods To Examine Effectiveness Of Special Education Coursework, Renée A. Greenfield, Megan Mackey, Gretchen Nelson
Preservice Teachers’ Perceptions Of Students With Learning Disabilities: Using Mixed Methods To Examine Effectiveness Of Special Education Coursework, Renée A. Greenfield, Megan Mackey, Gretchen Nelson
The Qualitative Report
As the number of K-12 students with learning disabilities educated in general education classrooms grow, it is essential to examine the preparation and perceptions of pre-service teachers (N=15) who will educate students with learning disabilities. Within the context of an undergraduate learning disabilities method course, this study examined how pre-service teachers perceived students with learning disabilities as well as the effectiveness of particular course experiences, including fieldwork with students with learning disabilities, video vignettes, lesson planning, assigned reading, and center-based instruction, in shifting perceptions. Using a convergent, mixed method design, teacher educators at a university in the northeast used surveys, …
Reflexively Conducting Research With Ethnically Diverse Children With Disabilities, Amanda Ajodhia-Andrews
Reflexively Conducting Research With Ethnically Diverse Children With Disabilities, Amanda Ajodhia-Andrews
The Qualitative Report
This reflexive paper explores the process of engaging ethnically diverse children with disabilities within participatory and narrative research concerning their school life via a multi-method qualitative approach. It contemplates the use of participatory research methods, involving children with disabilities as co-researchers, establishing relaxed research environments, and maintaining qualitative rigour while supporting children’s voice and agency. This paper addresses possibilities of qualitative research to access and amplify voices and differing social experiences of children with disabilities, whilst underscoring their capacity and right to contribute to research regarding their lives. The author advocates re-envisioning ways to conduct ethical research with children with …
The Art Of Managing Expectations: Vocational Rehabilitation Counselors As Mediators Of Expectations Between Clients Who Are Deaf And Potential Employers, Stephanie W. Cawthon, Rachel Leppo, Duncan Dickson, Sarah Schoffstall, Erica Wendel
The Art Of Managing Expectations: Vocational Rehabilitation Counselors As Mediators Of Expectations Between Clients Who Are Deaf And Potential Employers, Stephanie W. Cawthon, Rachel Leppo, Duncan Dickson, Sarah Schoffstall, Erica Wendel
JADARA
Services for individuals who are deaf or hard of hearing (DHH) often include tailored strategies for successful employment placement. Using Oliver’s (1980) Expectation Confirmation Theory, this study utilized exploratory and confirmatory analyses of semi-structured interviews of 10 VR professionals to examine their view of the role expectations play in their assessment of important factors that lead to successful outcomes for DHH clients. Analysis revealed a complex, multilevel system in which VRCs operate as active mediators of the expectations of both clients who are DHH and their potential employers.