Examining Equitable, Inclusive, and Accessible Teaching and Learning Strategies for Deaf and Hard of Hearing Students in Canadian Civil Engineering Core Courses

Engineering core courses are, in nature, heavily concept-based applied science subjects commonly taught through laboratory, examination, and group work components. This type of coursework is specially challenging in the context of Deaf and Hard of Hearing (DHH) students when not combined with appropriate accommodations. Standard accommodation practices offered by Canadian universities, such as note-taking, real-time captioning, American Sign Language (ASL) interpreters, and transcription, are generally targeted at students and do not involve instructors, which can be a key factor in improving inclusive learning in these capacities. The development of holistic teaching and learning strategies combined with current existing accommodations can further the representation and success of DHH students enrolled in engineering programs. The purpose of this paper is to evaluate existing strategies employed in aiding the learning process of DHH students in engineering undergraduate core courses. This is done as an attempt to find a holistic approach that can optimize the said students’ learning experiences, and bridging the existing research gap in the field. This article consists of a critical review of literature available on teaching and learning strategies for DHH students enrolled in undergraduate engineering core courses. The problem is analyzed through technology, pedagogy, and cognition-directed lenses. To create truly equitable environments for DHH students in engineering undergraduate programs, instructors may adapt their courses using pedagogical and technological strategies that consider these students’ cognitive particularities. Of the reviewed available literature, suggested strategies would include incorporating experiential learning, adjunct questions, and screencasts. It is important to note, however, that the lack of representation of the DHH demographic in engineering programs is reflected in the lack of research conducted with respect to DHH education within an engineering context.