Understanding STEM Instructors' Experiences with and Perceptions of Deaf and Hard-of-Hearing Students: The First Step toward Increasing Access and Inclusivity
Understanding STEM Instructors' Experiences with and Perceptions of Deaf and Hard-of-Hearing Students: The First Step toward Increasing Access and Inclusivity
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DOI：
10.1021/acs.jchemed.1c00409
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发表时间：
2021-12-28
影响因子：
3
通讯作者：
Kowalske, Megan Grunert
中科院分区：
文献类型：
--
作者：
Long, Makayla R.;Kowalske, Megan Grunert
具有不同能力的个人长期以来在STEM领域的代表性不足。包容性的一个持续挑战是适当的访问以及住宿和大学，教室和实验室空间普遍缺乏通用设计。教师在具有不同能力的学生的长期保留和成功方面发挥着至关重要的作用，包括来自聋人和听力困难（D/HH）社区的学生。鉴于他们对D/HH学生的成功能力和获得大专学位的直接影响，本研究的目标是捕捉一个公立中西部大学的STEM教师的经验和他们对可用资源的理解。通过匿名调查，我们收集了STEM教师对教学和与D/HH学生互动的经验和理解的数据。这项研究的结果支持的说法，教师不知道的D/HH学生的需求，有有限的经验与D/HH社区，觉得不支持满足D/HH学生的需求，并没有或知道如何获得足够的资源，以最好地支持他们的D/HH学生。改变的第一步是评估情况，提高认识，教育他人。这项工作的长期目标是在STEM学术界建立自信的受过教育的倡导者社区，他们拥有最好的知识和资源来支持他们的D/HH学生。
Individuals with differing abilities have long been underrepresented in STEM fields. A continued challenge to inclusion is appropriate access as well as accommodations and a general lack of universal design in university, classroom, and laboratory spaces. Instructors play a crucial role in the long-term retention and success of students with differing abilities, including students from the Deaf and Hard-of-Hearing (D/HH) community. Given their direct impact on D/HH students' ability to succeed and receive a postsecondary degree, the goal of this study was to capture the experiences of STEM instructors at one public midwestern university and their understanding of the resources available to them. Through an anonymous survey, we collected data on STEM instructors' experiences with and understanding of teaching and interacting with D/HH students. The findings of this study support the claim that instructors are not aware of the needs of D/HH students, have limited experience with the D/HH community, feel unsupported in meeting the needs of D/HH students, and do not have or know how to access adequate resources to best support their D/HH students. The first steps to invoke change are assessing the situation, creating awareness, and educating others. The long-term goals of this work are to build confident communities of educated advocates in STEM academia who are equipped with the knowledge and resources to best support their D/HH students.