PRODUCT DESIGN EDUCATION FOR DEAF & HARD OF HEARING LEARNERS: EXAMINING THE FOUR-YEAR UNDERGRADUATE LEARNERS EXPERIENCE
Year: 2024
Editor: Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author: Siena, Francesco Luke; Russell, Samuel; Winfield, Karen; Malcolm, Richard; Stewart, Joseph; Hurford, Tom; Woolley, Josh; Dodl, Alexandra; Salter, Sam
Series: E&PDE
Institution: Product Design Department, School of Architecture Design & The Built Environment, Nottingham Trent University, Nottingham, United Kingdom; Design & HR Department, Kinneir Dufort, Bristol, United Kingdom
Page(s): 318 - 323
DOI number: 10.35199/EPDE.2024.54
ISBN: 978-1-912254-200
ISSN: 3005-4753
Abstract
Deaf and hard of hearing learners face unique challenges on a day-to-day basis, especially in a higher education environment. The variability in the types/methods of teaching within Product Design Education means there are various challenges to overcome within various settings where teaching takes place. Accessibility and disability considerations differ from student to student and thus require a significant amount of planning and testing for academic teams to ensure deaf and hard of hearing learners gain access to the same quality and consistency of education as other students do regardless of the setting. Studying product design often requires teamwork and collaboration, which can be challenging for students with hearing impairments to feel fully integrated within. To create an inclusive and collaborative working environment many adjustments must be made whether this a teaching environment, the use of digital technologies or even consideration of the peer to peer and tutor communication. Furthermore, the stigma associated with deaf and hard of hearing learners often means that students and staff must be appropriately educated when considering the overall learning experience. This paper discusses the successes and challenges of methods of managing the product design teaching environment in combination with the use of British Sign Language (BSL) interpreters, electronic/handwritten notetakers and the accompanying technologies across a four-year period where online learning, blended learning and face to face delivery were all a part of the learner’s experience. This paper presents a case study examining the four-year learning experience of a student with Auditory Neuropathy Spectrum Disorder (ANSD) and permanent bilateral severe-profound hearing loss who studied BSc (Hons) Product Design SW at Nottingham Trent University which included a placement year in industry at Kinneir Dufort as a Product Design Intern. We reflect on the education adjustments designed into the course curriculum which have benefitted all students, whilst also reflecting on the support provided for applying for placements ensuring a successful placement/internship can be secured including embracing and integrating the necessary adjustments in relation to the access to work guidelines. In addition, a student review and testimonial of their learning journey will be presented reflecting on their educational development and support systems. Creating an inclusive education environment to support deaf and hard of hearing learners in product design education environments and within industrial settings requires a proactive approach and as such all factors must be considered ranging from fostering a supportive inclusive learning community to integrating/embracing the network of specialist support staff to ensure all students thrive.
Keywords: Accessible Learning, Collaborative/Cooperative Learning, Deaf/Hard Of Hearing Learners, Design Education, Year In Industry.