“ResearchTRANSLATED! Impact of Extracurricular Involvement on Postsecondary Outcomes for Deaf Youth” video
Visual description and transcript in English
Title: “ResearchTRANSLATED! Impact of Extracurricular Involvement on Postsecondary Outcomes for Deaf Youth”
Link: https://www.youtube.com/watch?v=ryOvOfIMheE
Filmed and edited by NDC Media Team
[bright music]
[Text reads: “After School Activities” in white; background is a red color.
A dark-skinned female in a black shirt and bright blue jacket, the narrator, is standing in front of a white wall with ping pong accessories on a shelf behind her.]
Did you know that deaf youth who tend to participate more in after school activities during high school are typically more successful?
[The Research Translated intro logo appears quickly. The words “Research Translated!” is in red against a white screen. The NDC logo appears below it. The video cuts to a white female in a blue tank top standing in front of trees, a pond, and some shrubs.]
After School activities help develop different skills such as time management, school and social life balance and various other responsibilities.
[The video cuts to a dark-skinned male standing in front of a kitchen.]
Since I struggled in school, being involved with sports provided me with an escape.
[The video cuts to a white male standing in front of a brick warehouse.]
Everyone on the team had the same mindset. There was a lot of camaraderie and excitement around sports. I did well enough in school, but I excelled at sports.
[The video cuts to a light-skinned male standing in front of a shrub in front of a house.]
I feel I benefited from the experience I had. I had fun socializing with the hearing players. And when they saw I had skill and could play, I felt more included, I felt like I was normal, just hanging out with them.
[The video cuts to a white male sitting in a living room.]
I was involved with a bunch of different clubs and events throughout high school.
[The video cuts to a dark-skinned female sitting on a porch swing outside.]
It was always understood that we could be involved in whatever we want, and that we shouldn’t feel limited because of the involvement of an interpreter. It was always ensured that we could do what we wanted to do.
[The video cuts to the narrator in the ping pong room.]
After school activities can range from playing sports such as volleyball, cheerleading, soccer, or basketball to activities that build leadership skills like YES! or other groups like the Jr. NAD, and the many other organizations like it. Involvement with church or various religious denominations. Participation in groups that support people of color. Continued involvement in these types of activities have benefits.
[The video cuts to a red background with the words in white text: “What does the research say?” and a white ball is bouncing across the text. Then it cuts to the narrator standing in front of a brick wall. The video occasionally cuts into half to reveal a red background on the right side of the frame and some graphics in white, such as “Social Networks” with a group of people inside a white circle, “Academic Success” with a rising line graph inside the white circle, and the line animatedly moving upwards for “Academic Persistence” and a fist bump inside the white circle for “Stronger Social Relationships”.]
Research shows that involvement with after school activities had positive impacts in a number of different areas: Building social networks, academic success as well as academic persistence and involvement can’t happen without teachers, students, and friends. Those relationships are strengthened, too.
The law ensures that all people have access to these types of opportunities, but, what about deaf individuals? Are they getting full access to after school activities and opportunities?
[The video cuts to a light-skinned male standing in front of a shrub in front of a house.]
I didn’t have any interpreters.
[The video cuts to a dark-skinned female sitting on a porch swing outside.]
There were about 15-20 interpreters in the area which was great.
[The video cuts to a dark-skinned male sitting on a chair in a living room.]
I missed some information, and I didn’t really have a good relationship with my coach.
[The video cuts to a white female sitting in a white sitting room.]
Interpreters were provided for cheerleading practice after school, as well as games.
Interpreters were provided, but I had to make the requests for them every year.
[The video cuts to a white male sitting in a living room.]
I was on the wrestling team at a public high school. I was the only deaf individual and it was hard to communicate. So I just waited around till the coach barked out the instructions..
[The video cuts to the narrator standing in front of a brick wall.]
There is variation in the responses to having access to after school opportunities. But how many deaf students are currently involved in after school activities and what kind?
[The video cuts to a dark-skinned male sitting on a chair in a living room.]
I played soccer and wrestled.
[The video cuts to a dark-skinned female sitting on a porch swing outside.]
I was involved with the National Honors Society.
[The video cuts to a dark-skinned male standing in a kitchen.]
I played Basketball.
[The video cuts to a white female standing in front of a whiteboard. She is speaking.]
I wasn't really the sports type or super athletic. I was definitely a nerd, so I did Latin club and UIL competitions.
[The video cuts to a light-skinned male standing in front of a shrub in front of a house.]
I played roller hockey.
[The video cuts to a white female sitting in a white sitting room.]
Cheerleading.
[The video cuts to a white male sitting in a living room.]
I was involved with a lot, like the Academic Bowl.
[The video cuts to a white female standing outside in front of some green pillars. She is wearing dark sunglasses. And there is another person out of frame doing PT on her shoulder.]
There weren’t any activities for me, no.
[The video cuts to a white male standing in front of a brick warehouse.]
I was involved with football, basketball, and track.
[The video cuts to a white female in a blue tank top standing in front of trees, a pond, and some shrubs.]
My after school activities didn’t actually happen at school. They were outside opportunities like an art or theatre class.
[The video cuts to a red background with the white words in text: “How we did this study” and a white ball bounces across it. Then it cuts to the narrator standing in front of a brick wall, and the right half of the frame shows a red screen with a purple circle with the white words inside: “Students with Disabilities”, only to morph and show a second segment next to the purple segment. This 2nd segment is white and has the words in red: “Deaf students” and then the purple segment disappears and a graphic image of a person next to the white segment appears, and we see the letters “x 1000” appear.]
From a national large scale data set of students with disabilities, we analyzed the responses of nearly 1,000 deaf students, paying particular attention to 2 questions. First, how many deaf students participate in extracurricular activities? And of what kind? And second, how does participation in extracurricular activities contribute to postsecondary outcomes?
[The video cuts to a red background with the white words in text: “What we found…” with a white ball bouncing across. Then it cuts to the narrator standing in front of a brick wall.]
The numbers show that deaf students are not only participating, they're doing so at high rates.
[She signs and a red background with the graphic image of a pie chart with the number "70%" in the middle of the pie chart shows in white. There is the following text in white below the pie chart: "PARTICIPATE IN AN AFTER SCHOOL ACTIVITY". This takes up almost the left half of the video.]
70% of deaf students reported an involvement in extracurricular activities, and there's great variation.
[There is a red background with a bar chart spreading horizontally, the text on the left side of the chart reads in large white letters: "% of participation in extracurricular activities" and after the bars there are the following categories: "47% Athletics", "35% Religious Youth Groups", "19% Leadership or Community groups", "12% Performing arts", "9% Knowledge based groups", "4% Disability groups", there are subtitles appearing onscreen while this graphic is being displayed]
We see the largest percentage of student participants involved in athletics. They are also involved in religious groups, performing arts, leadership groups, and more.
[Then we see the narrator again take over the full screen with the brick wall. She signs.]
Deaf students that are involved in extracurricular activities tend to show gains in two areas. The first is students involved in any kind of extracurricular activity were more likely to live independently.
And the second finding was that involvement in more than one kind of activity increased the likelihood of going to college.
Both of these outcomes are crucial.
[The video cuts to a red background with the white words in text: “Takeaway Message”. Then the video fades out to the narrator in the ping pong room.]
Clearly, participation in after school activities benefits deaf youth, but what exactly are the benefits? Those involved in after school activities have more opportunities to solve problems, overcome challenges, strengthen peer relationships, access mentoring networks, and develop time management skills. This is important part of growth and these experiences should be made accessible to all deaf youth. So while we want to encourage them to participate in these activities, access is key.
[The video fades to white and shows the following text in black: “Schoffstall, S., Cawhton, S., Dickson, D., Bond, M., Ocuto, O., & Ge, J. (2016). The Impact of High School Extracurricular Involvement on Postsecondary Outcomes Among Deaf and Hard-of-Hearing Youth. Journal of Postsecondary Education and Disability, 29 (2), 179-197. Then the video fades out to white and the NDC logo appears on the left side of the screen. Then a green line appears next to it and another text shows up in the right: “Watch the full video at nationaldeafcenter.org” then the text is replaced to “This video was developed under a grant from the U.S. Department of Education, OSEP #HD326D160001. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.” with the logos for OSEP, TA&D and Department of Education below.]
End of Accessibility Document
