Moving From Access to Inclusion by Making Communication a Priority

Authors

Keywords:

Faculty/Student Partnerships, Inclusion, Pedagogy

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.

Author Biographies

Dr. Sara Schley, Georgia Institute of Technology

Sara Schley is the Director of Learning Sciences in the biomedical engineering department at the Georgia Institute of Technology, and a Professor in the Master of Science in Secondary Education department at the National Technical Institute for the Deaf. Her research focusses on strategies for successful inclusion and access in postsecondary classrooms and on partnering students with faculty in the pedagogical development process. 

Dr. Carol Marchetti, Rochester Institute of Technology

Carol Marchetti earned her Ph.D. in Statistics from the University of Rochester in 1997. Since that time, she has been a faculty member at Rochester Institute of Technology (RIT), where she teaches introductory and advanced statistics courses. Teaching deaf and hard of hearing (DHH) students in her mainstream classroom inspired her research in statistics education, deaf education, and online learning. 

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Published

11/28/2022

How to Cite

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). Retrieved from https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1133

Issue

Vol. 8 No. 2 (2022): Exploring Attitudes and Intentions that Foster Student-Staff Partnership Work

Section

Case Study

License

Copyright (c) 2022 The Journal of Educational Innovation, Partnership and Change

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Copyright is held by the journal. The author has full permission to publish to their institutional repository. Articles are published under an Attribution-NonCommercial-NoDerivatives 4.0 International licence.