Abstract
The primary purpose of this essay is to suggest ways to create a universally inclusive curriculum, which, by definition, addresses the learning needs of all students, including students with disabilities or, in this case, students who are deaf or hard-of-hearing. Presented with the opportunity of having a d/Deaf students in a public speaking class, we reflect on the accommodations made, the assumptions inherent in an inclusive classroom, and the ideology of ableism. Because d/Deafness is as much a cultural identity as an auditory condition, we also address how to create safe learning environments for diverse student populations through the use of Universal Instructional Design.
Recommended Citation
Johnson, Julia R.; Pliner, Susan M.; and Burkhart, Tom
(2002)
"d/Deafness and the Basic Course: A Case Study of Universal Instructional Design and Students Who are d/Deaf in the (aural) Communication Classroom,"
Basic Communication Course Annual: Vol. 14, Article 12.
Available at:
https://ecommons.udayton.edu/bcca/vol14/iss1/12
Included in
Higher Education Commons, Interpersonal and Small Group Communication Commons, Mass Communication Commons, Other Communication Commons, Speech and Rhetorical Studies Commons