Abstract
For deaf students, accessible classroom design is often provided through external services such as interpreters or speech-to-text providers. An approach based in Universal Design for Learning (UDL), though, seeks to engage students in learning by creating classroom spaces with accessibility integrated into the pedagogical approach. Realizing these goals requires participation from one of the most valuable, yet underused, resources: the students themselves. To that end, this paper examines a student-faculty collaborative approach to increasing accessibility for deaf students in postsecondary classrooms. Results of this study suggest that student observers are able to provide concrete and constructive feedback on strategies to increase classroom accessibility.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Publication Date
8-24-2020
Document Type
Article
Department, Program, or Center
Master of Science in Secondary Education (NTID)
Recommended Citation
Jassal, Y., Cawthon, S., & Schley, S. (2020). Student Observations of Postsecondary Classroom Instruction: Transformative Dialogues: Teaching and Learning Journal, 13(1), Article 1. https://journals.kpu.ca/index.php/td/article/view/437
Campus
RIT – Main Campus
