Abstract
While participation of deaf individuals in social work education and practice has increased in recent years, significant barriers remain in the process of professional licensure. This study examines the current status and challenges of accessibility for DHH candidates in U.S. social work licensure examinations. Semi-structured interviews were conducted with eight deaf graduates of a Master of Social Work program at A University who had taken the licensure examination, and the data were analyzed using qualitative descriptive analysis. Five key themes emerged: the presence or absence of signed translation of test items, a shortage of qualified translators, difficulties in obtaining desired accommodations, linguistic and structural issues in test design, and the need for exam preparation tailored for deaf candidates. The findings indicate that accessibility challenges extend beyond individual accommodations and are embedded in the structural design of licensure examinations.
