Examining fatigue for bilingual/multilingual students who are deaf or hard of hearing through the framework of universal design for learning
deaf, hard of hearing, education, universal design for learning
In current educational contexts, Deaf or hard of hearing (D/HH) students are being educated in inclusive classrooms. However, academic and social outcomes for these bilingual or multilingual students remain highly variable indicating that meeting the needs for students who are D/HH continues to be challenging for many educators. Many D/HH students are reporting high levels of fatigue throughout their school day. To ensure the diverse cultural and linguistic backgrounds of students are being met, a more flexible approach needs to be considered to address barriers described by D/HH students. As such, the authors use the Universal Design for Learning framework to discuss fatigue for students who are D/HH in inclusive contexts, particularly those who are bilingual/multilingual.
Rohatyn-Martin, N. & Hayward, D. (2022). Examining fatigue for bilingual/multilingual students who are deaf or hard of hearing through the framework of universal design for learning. In M. Musyoka & S. Adeoye (Eds.), Deaf Education and Challenges for Bilingual/Multilingual Students (pp. 302-320). IGI Global.
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