Celeste S. Owens-Samuels is a CODA (Child of Deaf Adults) and a New York City native with over 30 years of experience as a community advocate, sign language interpreter, and organizer. Certified by the National Association of the Deaf (NADV) and the Registry of Interpreters for the Deaf (NIC), Celeste has dedicated her career to advocating for Black Deaf individuals and Black interpreters.

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In response to the lack of Black interpreters, Celeste founded the NYC chapter of the National Alliance of Black Interpreters (NAOBI-NYC), serving as president before becoming the national vice president. Her leadership also led to the creation of the Stuyvesant Association for the Deaf (SAD), which provides cultural and social activities for the community.

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As a board member and chair of the NYC Black Deaf Advocates (NYCBDA), Celeste addressed critical issues in education, employment, and services for the Black Deaf community. She also served as assistant executive director and acting executive director of the National Black Deaf Advocates (NBDA), becoming the first hearing person in this role.

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Celeste is the founder of the NYC Deaf & Hard of Hearing Parents Association, CODAs of Color, and a summer camp for KODAs (Kids of Deaf Adults) of Color. Her unwavering commitment to supporting Deaf families, CODAs, and interpreters continues to inspire and shape her work.

Donald Ruffin Jr. has devoted his professional life to serving the Deaf. 

 

For 38 years, he has worked at the New York School for the Deaf, now serving as the Student Support Coordinator. He has been instrumental in helping to create an environment at the school, where students get the support they need to thrive. He has also served as a resource for colleagues in working effectively with the needs of deaf students and instructed staff on effective techniques for adolescent child handling. He also initiated programs, such as a Boys to Men Club, to support those students at risk.

 

 

Donald Ruffin Jr. was inspired by his father Donald Ruffin, Sr. In 1954, his father was one of twenty-four black students attending the Kendall School Division II for Negroes, which operated on the campus of Gallaudet University and were only able to attend the school after a legal battle against segregation. Gallaudet had created a division for Black deaf students at Kendall after the families of several Black children filed a class action suit in 1952 against the District of Columbia Board of Education and won the case. This case was one of several that set the precedent for the Supreme Court’s landmark ruling on Brown v. Board of Education in 1954, which made school segregation unconstitutional.

 

 

The students and their teachers were denied diplomas due to segregation. As part of Gallaudet University’s commitment to acknowledge its past racial and educational injustices, the university set aside July 23, 2023, to honor the students. The Board of Trustees designated “Kendall 24 Day,” to salute the gallant students and teachers and apologize for the injustice done to them. To mark this desegregation landmark for Black deaf students, a plaque was dedicated at Gallaudet with the names of all twenty-four students. 

 

Ruffin’s father was also a board member of the New Jersey chapter of Black Deaf Advocates a promoter of deaf events, and the owner of a business called Silent Auto Repair. Donald Ruffin’s father and his mother, who graduated from the Lexington School for the Deaf, have inspired Donald Ruffin Jr.’s dedication and commitment to the Deaf.

Nancy Simmons is the treasurer of NYC CODAs of Color and feels like she’s been a member “since the beginning of time.” She values the networking opportunities and enjoys learning new ways to advocate for and interpret for the Deaf community.

 

​As the oldest sibling, Nancy served as the ears for her parents, handling business and personal phone calls, interpreting, and assisting with everyday tasks. By the age of 14, she found herself taking on a parental role for her four younger siblings. At the time, she declared, “When I get older, I don’t want to be an interpreter!”

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Fast forward, and Nancy has worked at Harlem Hospital for nearly 30 years as a Public Health Educator, where she has often interpreted for Deaf patients. Though it’s not part of her official job, she recalls the challenges her parents faced while waiting for appointments, being overlooked, or not understanding doctors and so she strives to help wherever possible. One pediatrician even joked that Nancy couldn’t retire until some of her patients grew older because she was their go-to interpreter!

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Outside of her work life, Nancy has been playing the violin since she was 12, is a self-taught pianist, and serves as the Minister of Music at her church. Though she once swore she wouldn't become an interpreter, it remains a meaningful and integral part of her life.

For more than three decades, I’ve built my career in one of the most intense and meaningful corners of healthcare: the psychiatric emergency room. When I first stepped into Elmhurst Hospital Center’s Comprehensive Psychiatric Emergency Program (CPEP), I didn’t know that it would become the place where I would grow, lead, and spend the majority of my professional life. But it quickly became clear that this was where my strengths, staying calm under pressure, organizing chaos, and supporting people when they need it most could truly make a difference.

As the Coordinating Manager for CPEP, I’ve spent years balancing the demands of a fast‑moving emergency environment with the human side of leadership. I support the Director and Associate Director, but some of my most meaningful work happens with the clerical team I supervise. Guiding, training, and motivating staff has been one of the most rewarding parts of my role. I take pride in helping people grow, in creating structure where it’s needed, and in making sure our team functions smoothly so patients receive the care they deserve.

My days are a mix of problem‑solving and planning — preparing schedules, reviewing timesheets, coordinating patient movement, arranging emergency transportation, managing data for the Office of Mental Health, and keeping our Quality Assurance process on track. It’s a lot of moving parts, but I’ve always thrived in environments where attention to detail and steady leadership matter.

Along the way, I continued my education, earning a Master’s degree in Urban Studies from Queens College and studying American Sign Language at LaGuardia Community College. These experiences broadened my perspective and strengthened my ability to connect with people from all walks of life. I’ve also built practical skills — from Microsoft Office to notary certification — that help me support my team and department more effectively.

Beyond my professional responsibilities, my compassion for the Deaf community is deeply personal. Both of my parents are Deaf, and being a Child of Deaf Adults (Coda) is something I wear like a badge of honor. Growing up bilingual in spoken English and American Sign Language shaped my worldview, strengthened my empathy, and instilled in me a lifelong commitment to uplifting and advocating for the Deaf community. Supporting awareness, inclusion, and respect for Deaf culture is not just important to me — it is part of who I am.

In my spare time, I enjoy crafting and find joy in watching an idea take shape into something beautiful. Whether at work or at home, I am driven by creativity, compassion, and a genuine desire to make a positive impact.

As a recent graduate of the Master’s in Education program at the Metropolitan College of New York, I am eager to continue advocating for and empowering the Deaf and Hard-of-Hearing community. As a CODA (Child of Deaf Adults), American Sign Language (ASL) was my first language. Interpreting for my parents and their friends has been a lifelong role, instilling in me a deep understanding of the challenges and triumphs within the Deaf community.

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Currently, I have the privilege of working with Deaf and Hard-of-Hearing students at St. Joseph School for the Deaf. My experiences there have further solidified my commitment to ensuring that every student receives the support and resources they need to thrive academically and socially. My unique background as a native ASL user and my formal education has equipped me with the skills and insights to bridge communication gaps and foster an inclusive learning environment.

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I aspire to continue developing innovative educational programs and advocacy initiatives that address the diverse needs of Deaf and Hard-of-Hearing students. I aim to leverage of my personal experiences and professional knowledge to create more accessible and equitable educational opportunities. Through continuous learning and collaboration with other educators and advocates, I am dedicated to making a lasting impact on the lives of those I serve.

In conclusion, my lifelong connection to the Deaf community, combining my academic and professional journey, drives my passion for this field. I am committed to advancing the education and empowerment of Deaf and Hard-of-Hearing individuals, ensuring my students can gain the knowledge and tools necessary to succeed in all aspects of life.