Project Lead – Dr. Joanna Cannon
It is important to consider online accessibility to course information for learners in post-secondary programs, particularly for d/Deaf or hard of hearing (d/Dhh) students who use American Sign Language (ASL) as their first language and English print as their second language. The graduate concentration in Special Education that focuses on learners who are d/Dhh was recently updated to an online, 2-year, cohort-style program that prepares teachers of the d/Dhh. These professionals will work in districts and provinces across Canada (as we are 1 of only 3 such programs in the country), in urban, rural, and remote regions where there is a significant shortage of teachers of the d/Dhh. This innovative delivery of online instruction has increased enrollment from students in rural and remote regions, and we hope increasing accessibility to online information will also increase the diversity of students who complete the graduate concentration.
The first step towards accessibility is to ensure all information provided in English is also provided in ASL, the first and preferred language for many d/Dhh people. Funding received through the DPL grant will allow educators and ASL interpreters to work together to translate the already existing online course. Similarly, to individuals who are immigrant and refugees with English as a second language, the culturally and linguistically responsive practice of providing information in the first language of the user is important to promote an environment that values respect, reciprocity, civility, diversity, opportunity, and inclusion. Teachers of the d/Dhh with proficiency in ASL are also vital as language models for learners who are d/Dhh, and all students in the program have completed prerequisite ASL coursework and are increasing their skill levels to use in their future roles. Increasing the number of teachers who are d/Dhh themselves also aligns with the Faculty of Education’s strategic plan by increasing student diversity and representation of linguistic and cultural role models for a historically marginalized population of learners.
