Centering the Deaf Experience: Student/Faculty Partnerships in Inclusive Pedagogy Development
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lcjAbstract
Inclusive pedagogy aims to create teaching and learning environments where all students—including underrepresented minorities and students with different backgrounds—have equal access to opportunities to interact with course materials, engage in class activities, and demonstrate their learning in assessments. This article focuses on centering the experience of Deaf and Hard of Hearing (DHH) students in informing the process of faculty members in developing inclusive pedagogy skills and strategies. While the Americans With Disabilities Act (ADA, 2015) legislates access to communication accommodations such as sign language interpreters or speech-to-text captioning services, DHH students still face classroom challenges regarding access to materials, activities, and interaction with peers, offering a rich arena for faculty development. Using a faculty/student partnership model, the authors summarize the experiences of DHH students in semester-long faculty development efforts.
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