Collaborative Research: Accessible STEM Instruction with Deaf Students: Supporting Faculty in Pedagogical Exploration and Innovation

该项目由罗切斯特理工学院(RIT)开发，与德克萨斯大学奥斯汀分校合作，将探索有效利用现有战略，并将其纳入他们的课程，以帮助听力和聋哑人(DHH)混合群体的学生，并开发有效、可获得和包容性教学的新战略。该项目的一个重要方面是开发无障碍工具包，这是一套包容性的教学材料、战略和讨论。这样的工具和策略将有利于不同的学习者群体，而不仅仅是DHH的学生。该项目将服务于DHH学生在STEM领域的有效和包容性教育的国家利益，导致成功地获得学位，并增加STEM毕业生的多样性。项目目标是：(1)通过创建、实施和评估STEM学科中基于证据的教育方法的可访问性工具包，增加DHH学生在RIT学习中学后课程的机会、参与度和学术成功；(2)通过合作的专业发展和基于证据的策略的评估，创造培训环境，使教师试验和创新可获得性和包容性教学的新资源和战略；以及(3)记录和传播工具包和程序，以便将其应用于其他大专后残疾学生群体。结果将审查促进教师采用这些教学策略以最大限度地提高具有其他不同学习需求的学生的学习的最佳实践，以及此类适应对包容性教学和学生参与的影响。该项目将扩大可获得性和包容性战略的范围和使用，以增加DHH学生的参与度，并满足STEM课堂上的交流和学习需求。

This project, developed by Rochester Institute of Technology (RIT), collaborating with the University of Texas at Austin, will explore existing strategies for effective access and inclusion in their courses with mixed groups of hearing and deaf and hard of hearing (DHH) students, and develop new strategies of effective, accessible and inclusive instruction. A significant aspect of this project is the development of an Accessibility ToolKit, a set of inclusive instructional materials, strategies, and discussions. Such tools and strategies will be beneficial to diverse groups of learners, not only for DHH students. This project will serve the national interest of effective and inclusive education of DHH students in STEM fields, leading to successful degree attainment, and an increase in the diversity of STEM graduates.The project goals are: (1) to increase access, engagement and academic success of DHH students taking postsecondary courses at RIT via the creation, implementation, and evaluation of an Accessibility ToolKit for evidence-based educational approaches in STEM disciplines; (2) to create training environments where faculty experiment with and innovate new resources and strategies for accessible and inclusive pedagogy, through collaborative professional development and assessment of evidence-based strategies; and (3) to document and disseminate the ToolKit and processes so that they may be applied to other populations of postsecondary students with disabilities. Results will examine best practices that promote faculty adoption of these instructional strategies to maximize learning for students with other diverse learning needs, and the impact of such adaptations on inclusive teaching and student engagement. This project will broaden the scope and use of accessible and inclusive strategies to increase DHH student engagement and to address communication and learning needs in STEM classrooms.