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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Learning About Classroom Accessibility From a Student-Instructor Partnership.

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  • 1Colorado School of Public Health, Aurora, CO, USA.

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|January 30, 2025
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Summary
This summary is machine-generated.

Graduate students with hearing loss faced communication barriers but avoided accommodations due to stigma. This highlights the need for inclusive higher education environments and universal design for learning.

Keywords:
accessibilitycollective actioncultural model of disabilitystudent-instructor partnershipuniversal design for learning

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Area of Science:

  • Public Health
  • Higher Education
  • Disability Studies

Background:

  • The COVID-19 pandemic shifted learning to online environments, increasing communication challenges for students with hearing loss.
  • Qualitative research methods courses provide a unique setting to examine classroom accessibility.
  • Stigma and a desire to minimize burden prevent students from seeking accommodations.

Purpose of the Study:

  • To explore classroom accessibility from the perspectives of a graduate student with hearing loss and their instructor.
  • To investigate the lived experiences of graduate students with hearing loss in academic settings.
  • To identify strategies for creating more equitable and accessible learning environments in higher education.

Main Methods:

  • A qualitative commentary based on a semester-long collaborative learning experience.
  • Analysis of findings from a student field project focusing on graduate students' classroom experiences.
  • Review of existing literature on disability, accessibility, and universal design in education.

Main Results:

  • Students with hearing loss adapted to communication challenges without requesting formal accommodations.
  • Stigma and concerns about burdening others were key factors in not seeking accommodations.
  • Student-instructor partnerships revealed insights into accessibility barriers and solutions.

Conclusions:

  • Higher education institutions must adopt a cultural model of disability to ensure meaningful access.
  • Implementing universal design for learning principles is crucial for equitable education.
  • Collaboration across campus departments and fostering student-instructor partnerships can address ableism and improve learning environments.