Experiential Education of Deaf and Hard of Hearing Students in the Lab with Non-Signing Advisors

Autor/inn/en	Gehret, Austin U.; Michel, Lea V.; Trussell, Jessica W.
Titel	Experiential Education of Deaf and Hard of Hearing Students in the Lab with Non-Signing Advisors
Quelle	In: International Journal of Inclusive Education, 27 (2023) 8, S.868-889 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gehret, Austin U.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2021.1879948
Schlagwörter	Deafness; Hearing Impairments; Undergraduate Students; Science Laboratories; STEM Education; Student Attitudes; Translation; Student Research; College Students; Sign Language; Speech Communication; Faculty Advisers; California + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; STEM; Schülerverhalten; Studentenforschung; Collegestudent; Gebärdensprache; Kalifornien
Abstract	The value of experiential lab work can be measured by its ability to transform a student's self-identity related to science, technology, engineering and mathematics (STEM). Successful experiences help students shed notions of self-incompatibility with STEM and can often motivate a research career as they develop as a scientist. However, students of diverse and underrepresented populations, such as the d/Deaf and hard-of-hearing (DHH), may or may not reap these same benefits given the potential for isolation in lab settings. We conducted two surveys aimed at capturing the perspectives of students who are DHH who worked in a lab as part of an undergraduate research or internship experience and those of non-signing advisors who oversaw advisees who are DHH. Students and advisors were asked to provide strategies that they used to facilitate communication access and to rank the perceived effectiveness of those strategies. Students placed a strong emphasis on the benefits of sign language and interpreting while advisors valued written communication. For the majority of experiences, both groups indicated that advisors were actively engaged with students' training and that the experiences themselves were rewarding and productive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01