Successes and Challenges in Teaching Chemistry to Deaf and Hard-of-Hearing Students in the Time of COVID-19

The switch to distance learning as a result of the COVID-19 pandemic has required chemistry instructors to quickly adapt and innovate to provide remote instruction as effectively as possible. With minimal advance notice, developing and delivering online lecture materials that are engaging and labora...

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Bibliographic Details
Published in:Journal of chemical education 2020-09, Vol.97 (9), p.3322-3326
Main Authors: Lynn, Matthew A, Templeton, David C, Ross, Annemarie D, Gehret, Austin U, Bida, Morgan, Pagano, Todd
Format: Article
Language:English
Subjects:
Chemistry
Classroom communication
College Science
COVID-19
Deafness
Direct Instruction
Distance Education
Distance learning
Educational Technology
Electronic Learning
Hearing
Hearing Impairments
Inclusive education
Interpreters
Mainstreaming
Online Courses
Online instruction
Organic Chemistry
Pandemics
Science Instruction
Science Laboratories
Student Needs
Students
Teachers
Teaching
Teaching Methods
Undergraduate Study
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Summary:The switch to distance learning as a result of the COVID-19 pandemic has required chemistry instructors to quickly adapt and innovate to provide remote instruction as effectively as possible. With minimal advance notice, developing and delivering online lecture materials that are engaging and laboratory activities that approximate a hands-on experience has certainly been an all-around challenge. Creating content that ensures the inclusion and success of all students, including those who are deaf and hard-of-hearing (D/HH), requires a great deal of consideration to be effective under any circumstances. To be sure, mainstream courses that are inclusive of D/HH learners necessitate, at the very least, the successful inclusion of access services (interpreters and captionists). However, in these abnormal times, an online instructional environment that accommodates D/HH students’ preferences and abilities and that is attentive to the unique social and emotional challenges that many of these students are experiencing must be established. Our campus provides both direct instruction and mainstream instructional environments for D/HH students, giving us unique perspectives on how to instruct and support students with the pandemic-forced switch to online learning. With this communication, we endeavor to share these observations and experiences with other chemistry faculty so that they may support D/HH students in their own classrooms and laboratories.
ISSN:0021-9584
1938-1328
DOI:10.1021/acs.jchemed.0c00602