Inclusion Communication

Under the AODA umbrella, various groups and individuals with disabilities are intended to benefit from improved accessibility and inclusion.

BUT within educational settings, both deaf and hard of hearing (HH) children and aspiring deaf educators encounter toxic environments that hinder their growth and opportunities. One concerning aspect contributing to this toxicity is the prevailing preference for a listening and speaking approach, which extends to teaching methodologies and workplace cultures. This preference, often enforced by educational institutions and influenced by societal norms, neglects the diverse communication needs of deaf and HH children, as well as the valuable contributions of deaf teachers.