Abstract
What does it mean to be a full participant in a faculty-student partnership? We tackled this question by considering disability identity and communication access as pivotal mindsets in facilitating not only pedagogical change in the college classroom, but also student transformation into change agents. Via a series of semester-long FLCs, we used a partnership model to develop strategies aimed at increasing interaction and inclusion in postsecondary courses (Schley et al., 2021). The student partners were all deaf or hard of hearing (DHH), with a diverse set of communication preferences. Faculty partners were also diverse: some were DHH though most were hearing; disciplinary areas included math and statistics, engineering, visual arts, psychology, and developmental writing.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Publication Date
11-28-2022
Document Type
Article
Department, Program, or Center
Master of Science in Secondary Education (NTID)
Recommended Citation
Schley, S., & Marchetti, C. C. (2022). Moving From Access to Inclusion by Making Communication a Priority. The Journal of Educational Innovation, Partnership and Change, 8(2), Article 2. https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1133
Campus
RIT – Main Campus
