Abstract

This capstone research examines the systemic barriers that Deaf and Hard of Hearing (DHH) individuals face when pursuing state teaching licensure in the United States. Despite the growing need for Deaf educators, the current licensure process often marginalizes Deaf candidates by failing to provide adequate accommodations and relying heavily on standardized, English-based exams that disproportionately disadvantage non-hearing individuals. Using a mixed-methods approach that incorporates anonymous surveys of candidates’ experiences and a review of policy documents, this study uncovers key institutional biases and explores alternative pathways to licensure. These alternatives include performance-based assessments and innovative solutions such as video-based evaluations and ASL-translated exam content. The findings aim to inform policy recommendations that reduce structural barriers, enhance accessibility, and increase the representation of Deaf educators in classrooms, ultimately advancing the goals of educational equity and inclusion.

Publication Date

12-11-2024

Document Type

Senior Project

Student Type

Undergraduate

Degree Name

Individualized Study (BS)

Department, Program, or Center

Individualized Study, Department of

College

School of Individualized Study

Advisor

Peter Boyd

Comments

This capstone was completed in support of a double major in Individualized Study: Leadership and Policy Innovation in Global, Historical, Scientific, and Technological Contexts (School of Individualized Study), and International and Global Studies (College of Liberal Arts).

Campus

RIT – Main Campus

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