Deaf Students, Teachers, and Interpreters in the Chemistry Lab

MacDonald, Gina; Seal, Brenda C.; Wynne, Dorothy H.

doi:10.1021/ed079p239

Cited by 11 publications

(5 citation statements)

References 10 publications

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“…This project also focused the teacher, mainly future teachers for the Deaf. In addition to the difficulty found in teaching science to small children (Tilgner, 1990) it has been reported that there is a need for more science teachers in secondary schools and that this is more severe when it involves science teachers in deaf schools (Seal, Wynne, & MacDonald, 2002;Mangrubang, 2005). The Gallaudet University also sought to create a training course for science teachers for the Deaf using an inquiry-based course (Mangrubang, 2004).…”

Section: Discussionmentioning

confidence: 99%

Teaching Science to Elementary School Deaf Children in Brazil

Flores¹,

Rumjanek²

2015

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Discussions related to teaching deaf students in Brazil are mainly focused on language problems, and only a few address other issues, for example, teaching science for this group. During the observation of the recurrent successful results obtained by the experimental methodology used in science short courses for secondary school Deaf pupils, performed by the Deaf Project-UFRJ, the possibility of offering this kind of activities to younger deaf pupils took place. As a result, a new approach for teaching science was attempted by creating the Science Space-EspCie1, destined to the first classes of the elementary school, inside the National Institute for Deaf Education. There are a number of difficulties in deaf education, mainly at these early stages. This action intended to increase children scientific knowledge using an investigative approach and also to provide reflections on new ways of teaching for the teaching staff and undergraduate students from a Pedagogy course. The results suggested a very positive impact. The experimental methodology led to an increased interest in science by the elementary school children and most of the pupils who took part in the activities presented language refinement, increased self-esteem and self-confidence. In addition, there was a good acceptance by the school community and teaching staff.

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Section: Discussionmentioning

confidence: 99%

Teaching Science to Elementary School Deaf Children in Brazil

Flores¹,

Rumjanek²

2015

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“…We considered RSCU as an opportunity to educate ourselves, cultivate inclusivity within the field of chemistry, and encourage participants to examine their own behaviors and biases. Therefore, each meeting included a short presentation by a RSCU faculty participant on DEI-related issues, such as the demographics of STEM fields, − bias and disparities in hiring and funding, − accessibility of laboratories for people with disabilities, , and bias in standardized tests. , As with the research seminars, a journal article or editorial related to the DEI subject was shared with participants to read in advance of the meeting. ,− …”

Section: Description Of Supergroupmentioning

confidence: 99%

Remote Supergroup for Chemistry Undergraduates: An Inclusive Scientific Community for Primarily Undergraduate Institutions

et al. 2022

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The Remote Supergroup for Chemistry Undergraduates (RSCU) is a community of students and faculty from primarily undergraduate institutions that aims to (1) engage students in discussions of chemical research, (2) inform students of further educational and career pathways, (3) increase awareness and discourse of equity issues in science, and (4) foster scientific community across institutions. RSCU engaged participants in impactful virtual activities during the summer of 2020 when the COVID-19 pandemic precluded in-person undergraduate research experiences, and the program continued in 2021 as in-person research resumed. Results from selfreported surveys show that RSCU successfully achieved its aims both years, and both students and faculty research mentors benefited from participation. The diverse activities and scientific network cultivated by RSCU complement undergraduate research experiences and could be adapted to other disciplines.

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“…[Grundy and McGinn 2008] describes a hard-of-hearing graduate student's experience; [Huenerfauth 2010] describes the experience of a group that involved deaf undergraduate and high school students in ASL animation research through the City University of New York; [MacDonald et al 2002] describes James Madison University's undergraduate research program in chemistry, which involves deaf and hard-of-hearing students. Finally, for a description of some of the benefits that have been shown for members of underrepresented groups who do undergraduate research, see [UROP 2012;Hathaway et al 2002].…”

Section: Further Readingmentioning

confidence: 99%

Undergraduate research in mathematics with deaf and hard-of-hearing students: four perspectives

Adler

Jacob

Kurz

et al. 2014

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(Communicated by Darren A. Narayan)Involving more deaf and hard-of-hearing students in undergraduate research is a step toward getting more such students into STEM (science, technology, engineering and mathematics) careers. Since evidence exists that undergraduate research improves retention, especially for some underrepresented groups that have low retention rates -as, for example, deaf and hard-of-hearing STEM majors -it is a particularly pertinent step to keep interested students in these career paths. Nunes and Moreno have suggested that deaf and hard-of-hearing students have the potential to pursue mathematics, but lack the resources. By involving more such individuals in undergraduate mathematics research, we can improve their success rates and promote mathematics research within the Deaf community.Here we describe our experiences working both with and as deaf or hard-ofhearing students in research, as well as advice that stems from these experiences. Each of the authors is a faculty member at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, and holds a PhD in a scientific field. Three of the authors are deaf, and one (Jacob) is hearing. While this paper describes the experiences and opinions of individuals, and is not meant to be an all-inclusive handbook on how to do research with any deaf or hard-of-hearing student, we hope that it will be a helpful resource.

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Deaf Students, Teachers, and Interpreters in the Chemistry Lab

Cited by 11 publications

References 10 publications

Teaching Science to Elementary School Deaf Children in Brazil

Teaching Science to Elementary School Deaf Children in Brazil

Remote Supergroup for Chemistry Undergraduates: An Inclusive Scientific Community for Primarily Undergraduate Institutions

Undergraduate research in mathematics with deaf and hard-of-hearing students: four perspectives

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