First Advisor

Dr. Vikki Hennard

Thesis Committee Member(s)

Dr. Amy Schreier

Reader

Dr. Kelli Woodrow

College

Regis College

Degree Name

BA

Document Type

Thesis - Open Access

Number of Pages

48 pages

Abstract

ABSTRACT

Name: Lauren Roberts Major: Elementary Education

Never Heard: The Need for Widespread ASL Education-Increasing Inclusivity in the Classroom

Advisor’s Name: Dr. Vicki Hennard

Reader’s Name: Dr. Kelli Woodrow

All students deserve an equitable, and high-quality education. The best education should show students how to use their strengths and skills to their benefit, and help them grow in the areas they are weaker in. In terms of education for deaf and hard of hearing students, there are gaps that need to be addressed. Students who are deaf can experience isolation, poor academic outcomes, and decreased self-esteem. However, with access to a common language in a general education setting, where deaf and hard of hearing students can co-exist, these educational and social gaps can be closed. I argue that implementing a bilingual program in elementary schools that teaches both DHH (Deaf and Hard of Hearing) and hearing students American Sign Language will dramatically increase the quality of education for all students. The many academic, cognitive, and social benefits of learning sign language are abundant in the literature surrounding this research. Learning sign language is beneficial for one’s reading comprehension and STEM skills and for one’s social and emotional health in the classroom. If students’ academic and social lives can be improved using sign language, inclusivity and acceptance in the classroom will undoubtedly increase. When this inclusivity is prioritized, students will leave their classrooms with a deeper understanding of what it means to be an understanding, empathetic, and kind human being.

ABSTRACT

Name: Lauren Roberts Major: Elementary Education

Never Heard: The Need for Widespread ASL Education-Increasing Inclusivity in the Classroom

Advisor’s Name: Dr. Vicki Hennard

Reader’s Name: Dr. Kelli Woodrow

All students deserve an equitable, and high-quality education. The best education should show students how to use their strengths and skills to their benefit, and help them grow in the areas they are weaker in. In terms of education for deaf and hard of hearing students, there are gaps that need to be addressed. Students who are deaf can experience isolation, poor academic outcomes, and decreased self-esteem. However, with access to a common language in a general education setting, where deaf and hard of hearing students can co-exist, these educational and social gaps can be closed. I argue that implementing a bilingual program in elementary schools that teaches both DHH (Deaf and Hard of Hearing) and hearing students American Sign Language will dramatically increase the quality of education for all students. The many academic, cognitive, and social benefits of learning sign language are abundant in the literature surrounding this research. Learning sign language is beneficial for one’s reading comprehension and STEM skills and for one’s social and emotional health in the classroom. If students’ academic and social lives can be improved using sign language, inclusivity and acceptance in the classroom will undoubtedly increase. When this inclusivity is prioritized, students will leave their classrooms with a deeper understanding of what it means to be an understanding, empathetic, and kind human being.

Date of Award

Spring 2024

Location (Creation)

Denver, Colo.

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