Inclusive Education by

References

samanthacollinsrn7 — 2025-06-20 16:14:16 UTC

“Hearing Assistive Technology - Hearing Loss Association of America.” Hearing Loss Association of America -, 31 Aug. 2023, www.hearingloss.org/find-help/hearing-assistive-technology/.

John Hopkins Medicine. “Types of Hearing Loss.” John Hopkins Medicine, 2020, www.hopkinsmedicine.org/health/conditions-and-diseases/hearing-loss/types-of-hearing-loss.

“Mainstream vs. Inclusion.” Inclusive Education: Culturally Deaf, 30 Oct. 2012, deafculture3500.wordpress.com/mainstream-vs-inclusion/.

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Miner, Barbra. “Teachers, Culture, and Power.” Rethinking Schools, 18 June 2021, rethinkingschools.org/articles/teachers-must-confront-issues-of-culture-power/.

Schellenberg, Katie. “Teaching Advocacy in Your Classroom.” Edutopia, George Lucas Educational Foundation, 12 June 2015, www.edutopia.org/discussion/teaching-advocacy-your-classroom.

Will, Madeline, and Ileana Najarro. “What Is Culturally Responsive Teaching?” Education Week, Education Week, 9 June 2025, www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04.

Article 1

samanthacollinsrn7 — 2025-06-20 16:23:43 UTC

In Other People’s Children: Cultural Conflict in the Classroom, Lisa Delpit explores the cultural disconnect that predominantly white, mainstream educators face when working with students from marginalized communities and diverse backgrounds. She challenges the idea that progressive, process based educational approaches are not as universally beneficial as we hoped. She explains that even the most well-intentioned teaching methods can overlook the cultural norms and communication styles valued in the diverse student population. Instead, she introduces the idea of inclusive pedagogy to undermine systemic inequities. Delpit advocates for educators to become more aware of the "codes of power" that control academic success in order to reshape the experiences of marginalized students. She believes creating an environment where students' home cultures are respected and integrated into learning, will empower all students to succeed. Overall, she is encouraging educators to critically reflect on their own practices and biases to promote an inclusive classroom.

Article 2

samanthacollinsrn7 — 2025-06-20 16:51:12 UTC

In Teaching Multilingual Children, Virginia Collier emphasizes the importance of valuing students’ native languages and cultures in the classroom. Collier argues that an educational environment where English replaces a child’s first language harms academic growth and cultural identity. She presents research showing that a student’s first language can actually enhance second language acquisition and overall cognitive growth. By recognizing and supporting the linguistic diversity multilingual students bring to the classroom, mainstream educators can create inclusive classrooms where multilingualism is celebrated, not suppressed. Collier encourages strategies like incorporating students’ native languages into lessons, using culturally relevant content, and fostering a sense of belonging through family engagement. With this approach, students do not have to abandon their native languages; which can lead to poor academic performance and self-esteem. Instead, both languages are honored and nurtured, creating a sense of belonging and identity. Overall, teaching a bilingual classroom is an important factor in creating an inclusive and equitable education system.

How Does This Connect to DHH Students?

samanthacollinsrn7 — 2025-06-20 16:59:21 UTC

Both Collier and Delpit address the need for inclusive classrooms that respect and build upon students’ cultural and linguistic backgrounds, a concept crucial when considering DHH students in mainstream education. Delpit emphasizes the importance of recognizing and respecting the cultural and communication differences that marginalized students bring to the classroom. Similarly, Collier advocates for valuing multilingualism as a strength, emphasizing that language development in any form supports cognitive and academic growth.

For DHH students, an inclusive approach mirrors these ideas. Educators must recognize sign language, deaf culture and the diverse communication needs of these students, while also providing access to spoken or written language. Both Delpit and Collier stress that when educators embrace students' linguistic backgrounds, whether through sign language or bilingualism, they create an inclusive learning environment. These students will feel empowered, respected, and ultimately given equitable opportunities to succeed. This inclusive mindset is essential in breaking down barriers and ensuring that all students, including those who are DHH, are fully supported in their educational journey.

samanthacollinsrn7 — 2025-06-23 14:25:15 UTC

During the summer of 2025 I took a graduate course that dissected the social and cultural constructs in the realm of education. We explored the historical, legal, political and global perspectives of modern-day teaching and education. Some of the topics we covered included: white privilege, color blindness, culture of power, ethnic studies, gender non-conformity and specific rules and regulations in the state of Rhode Island and the U.S.A. Throughout my learning, I saw a commonality between each reading and classroom discussion: inclusivity.

Privileged individuals, those who benefit from societal advantages based on race, gender, sexuality or class, often navigate systems with greater ease. On the other hand, oppressed groups face systemic barriers that limit access and opportunity. Recognizing this disparity is essential in fostering inclusive environments, particularly in educational settings with mainstream students. Inclusion means more than physical presence; it involves valuing diverse identities and creating equitable opportunities for all. When mainstream educators understand and empathize with the experiences of marginalized peers, it builds awareness, reduces prejudice and promotes social engagement. By bridging the gap between privilege and oppression, marginalized students feel seen, supported and respected. True inclusion equips all learners with the tools to thrive in a diverse world.

samanthacollinsrn7 — 2025-06-23 15:09:16 UTC

I was inclined to take a deeper dive into inclusive education and create a resource for mainstream Rhode Island educators that teach deaf and hard of hearing (DHH) students. My desire to focus on disability inclusion stems from my personal experience with the deaf community. My grandparents are deaf, I have single sided deafness and am hard of hearing (HOH) in my other ear, and my 18 month old daughter was born profoundly deaf. My grandparents attended the RI School for the Deaf while I received mainstream education. My daughter, Cora, received cochlear implants at 9 months old and our journey to bilingualism with American Sign Language and spoken English has proven to be worth the effort. Her educational story is still unwritten but with technological access and continued support for auditory oral therapy; it is very likely that she can be in a mainstream school. My hope as her mother is to create the stepping stones to making her assimilation into mainstream schools easier. If there is anything I learned from this summer course, it is that silence is costly. We collectively as a society need to address the hard conversations in order to make change. To me, this means talking about hearing impaired students who are not part of the dominant culture.

samanthacollinsrn7 — 2025-06-23 17:03:24 UTC

This project will utilize two articles that were introduced in my summer course and their concepts in relation to hearing impaired students in mainstream schools. The first article was written by Lisa Delpit. Her concept of the “culture of power” emphasizes that mainstream schools are often structured around the norms, communication styles, and expectations of dominant groups. In this case, the dominant group is hearing, middle-class, and able-bodied individuals. DHH students are not part of this dominant culture and may struggle to access the “rules and codes” that guide success in these settings. It is crucial for educators to explicitly teach these codes in ways that are accessible and culturally responsive to DHH students. The second article is by Virginia Collier. Her concept of bilingualism supports the idea that sign language and spoken language are both valid and essential for learning. Mainstream educators must recognize and incorporate both forms of communication to support DHH students academically and socially. By bridging the culture of power with bilingual education practices, teachers can create inclusive classrooms where DHH students feel valued, understood, and empowered to succeed.

What is Hearing Loss?

samanthacollinsrn7 — 2025-06-23 17:11:13 UTC

Hearing loss can classified into three types: conductive, sensorineural and mixed. Conductive hearing loss occurs when sound is blocked from reaching the inner ear due to issues in the outer or middle ear. These issues can be caused by infections, fluid or obstructions. Sensorineural hearing loss, often permanent, results from damage to the inner ear or auditory nerve and can be caused by genetics, aging or prolonged noise exposure. Mixed hearing loss combines both types.

Understanding these differences is essential in inclusive education because each type affects students differently in terms of communication and learning. Mainstream educators must recognize that hearing loss is not "one size fits all"; students may need varied supports like hearing aids or cochlear implants, FM systems, sign language, or captioning. Tailoring accommodations based on the type and degree of hearing loss ensures equitable access to instruction, enhances participation and helps create a more inclusive and supportive learning environment for all students.

What is Assistive Technology?

samanthacollinsrn7 — 2025-06-23 17:13:35 UTC

Hearing aids and cochlear implants are assistive devices that help improve access to sound for individuals with hearing loss, but they do not cure it. Hearing aids amplify sound and are most effective for those with mild to moderate hearing loss. They make sounds louder but may not fully clarify speech, especially in noisy settings. Cochlear implants are surgically implanted devices that bypass damaged parts of the inner ear and directly stimulate the auditory nerve. They are used for severe to profound hearing loss. An example that I use when explaining how cochlear implants work in regards to Cora is: people with full hearing have around 16,00 hearing receptors, but Cora only has 21. Her brain is able to make sense of conversations and sounds in her own way but it is naturally more exhausting and difficult for her. While both assistive devices can significantly enhance hearing, they do not restore normal hearing or fully replace natural sound processing.

Environmental Barriers

samanthacollinsrn7 — 2025-06-23 17:21:24 UTC

Background noise can significantly affect a person’s ability to understand speech even when they are using hearing aids or cochlear implants. These devices amplify all sounds, both speech and environmental noise, which can make it difficult to focus on specific voices in noisy settings. For example, I purchased U-shaped air conditioners for my home to help Cora adapt to the world of sound easier because this unique design makes for a substantially quieter environment. In a mainstream classroom, a student sharpening a pencil or a maintenance crew doing yard work while the windows are open, can create significant listening barriers for a DHH child.

Additionally, individuals have different abilities to hear various pitches. Some may hear low-frequency sounds better while others may struggle with high-pitched speech sounds. This variability means that hearing support must be personalized. If a soft spoken student is reading aloud on the other side of the room with the book in front of their face, it could be extremely difficult for a DHH child to understand what they are saying. Constant effort to interpret unclear or distorted sounds can lead to listening fatigue, a mental and physical exhaustion from prolonged listening. For DHH individuals, this fatigue can impact concentration, learning, and social interaction. Regular breaks from listening, quiet environments and visual supports like captions or written instructions are essential to reduce strain and support full participation in educational settings.

Teaching the Codes of Power

samanthacollinsrn7 — 2025-06-23 17:59:25 UTC

Lisa Delpit’s codes of power shows how schools reflect dominant norms, like spoken language, that often exclude DHH students. DHH must constantly work to interpret speech which means they face higher risks of listening fatigue resulting in reduced focus and participation. To promote equity, educators should clearly teach classroom expectations, use visual supports, and create quieter, more inclusive environments. Recognizing and addressing this power imbalance helps reduce cognitive strain and allows DHH students to engage more fully in both academic and social aspects of school.

Here are some ways to explicitly teach the codes of power in your mainstream classroom:

Incorporating Bilingualism

samanthacollinsrn7 — 2025-06-23 18:01:58 UTC

Virginia Collier’s concept of bilingualism highlights the importance of supporting both languages a student uses. For DHH students, this means valuing both sign and spoken language. When schools treat sign language as equal to speech and use visual supports like captions and written instructions, they reduce listening fatigue and make learning more accessible. Applying bilingual principles helps DHH students participate fully and comfortably without straining to keep up in spoken-only environments.

Here are some additional ways to incorporate bilingualism into your mainstream classroom:

Personal Experience

samanthacollinsrn7 — 2025-06-23 23:48:21 UTC

I wasn’t diagnosed with hearing loss until I was already in the school system. Despite the degree of my hearing loss, I met all developmental milestones, spoke at an age-appropriate level and managed well enough in conversations that my impairment went unnoticed for years. Since I was Growing up in a mainstream school with deafness and hearing loss was far from easy. Unfortunately, my school system (RI based) did not accommodate my unique needs or support my learning differences. For example, my mother advocated for me to learn ASL and requested that I receive services from a speech-language pathologist (SLP). These requests, among others, were often overlooked or denied because I appeared to be functioning “normally. This experience highlights how invisible hearing loss can be and how important it is for educators to look beyond surface level performance to truly understand and support all students’ needs.

Eventually I was granted a 504 plan but it was leniently followed. I truly struggled a lot in school, not because I wasn't understanding concepts but because I did not have the academic support that I deserved. Without the support family, I likely would have not graduated high school or gone on to earn my Bachelors in Science of Nursing. I did have some wonderful teachers that made a profound impact on my life but most of them disregarded me. Reflecting now, after taking this course, I can clearly see what went wrong. I will admit that I had some challenging behaviors in school but putting the dots together now, it probably all stemmed from not having an inclusive education, supportive educational environment. My experience highlights the critical importance of equitable access and understanding for all students, especially those with disabilities who may otherwise go unheard.

Here are some other tips I wish I had when I was growing up:

Foster Social Engagement

samanthacollinsrn7 — 2025-06-24 00:14:20 UTC

When these concepts and strategies are applied within the classroom, DHH students will naturally assimilate and build friendships. Making communication norms explicit and accessible helps DHH students navigate social dynamics and feel a sense of belonging. Additionally, encouraging the use of sign language among peers not only supports DHH students but also promotes mutual understanding and connection. Overall, by normalizing multiple communication modes and addressing power imbalances, educators foster an environment where DHH students can form genuine friendships. They are no longer labeled as the "minority", rather they are treated as equals.

Final Thoughts

samanthacollinsrn7 — 2025-06-24 11:55:53 UTC

This summer course gave me valuable insight into the social and cultural aspects of education, with a heavy focus on inclusivity and the systemic barriers marginalized groups face. We discussed many different topics that I highlighted in the beginning of this padlet, but the repeating theme for me was how important it is to create inclusive environments for those facing oppression. While we didn’t cover disabilities, it is very reasonable to make the connection that disabled persons are the minority. I decided to create this resource for RI mainstream educators to support DHH students socially and academically because of my personal experience as a member of the deaf community.

I grew up in a mainstream setting despite my own hearing impairment, and now my daughter Cora is on her journey to bilingualism in ASL and spoken English. By utilizing the concepts from this course, my hope is that my advocacy will lead to a better understanding of the diverse communication needs for DHH students. I focused on the concepts “culture of power” by Lisa Delpit and “bilingualism” by Virigina Collier. Delpit’s idea emphasizes that mainstream schools are structured around those in power: hearing, middle-class, white individuals. Collier’s idea advocates for recognizing the home language of students, in this case ASL, because it is incredibly important for academic and social success. By combining these two concepts, educators can create more inclusive educational environments where not only mainstream DHH students feel valued, understood and empowered, but all students can.

Additionally, reflecting on my own personal struggles, I added the importance of accommodating different types of hearing loss and providing personalized accommodations not only listed in 504 plans. The goal is to reduce listening fatigue and make the learning environment more equitable. It is critical for educators to look beyond surface level performance, particularly for those with disabilities. In my case, this was not done and although I succeeded, I would not consider myself the norm. An inclusive educational approach benefits everyone and will be beneficial for generations.

samanthacollinsrn7 — 2025-06-24 17:13:36 UTC

samanthacollinsrn7 — 2025-06-24 17:16:11 UTC

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