Student Observations of Postsecondary Classroom Instruction

Accessibility Challenges and Collaborative Feedback

  • Yasmine Jassal The University of Texas
  • Stephanie Cawthon
  • Sara Schley
Keywords: universal design, deaf, student engagement, pedagogy, higher education, collaboration, accessibility

Abstract

For deaf students, accessible classroom design is often provided through external services such as interpreters or speech-to-text providers. An approach based in Universal Design for Learning (UDL), though, seeks to engage students in learning by creating classroom spaces with accessibility integrated into the pedagogical approach. Realizing these goals requires participation from one of the most valuable, yet underused, resources: the students themselves. To that end, this paper examines a student-faculty collaborative approach to increasing accessibility for deaf students in postsecondary classrooms. Results of this study suggest that student observers are able to provide concrete and constructive feedback on strategies to increase classroom accessibility.

Published
2020-08-24
Section
Articles & Essays