Applied deaf aesthetics toward transforming deaf higher education.

Deaf aesthetics is a theoretical framework we actualized to enhance interactions in deaf education, particularly via multimodal pedagogy and curricular experiences. Prior research illustrates that deaf aesthetics are desired by deaf teachers and students who are deaf; however, most instructional-delivery formats lack these supports. The present mixed-methodology, multi-method case study is an empirical evaluation of how deaf aesthetics contributed to the process of redesigning a course, including major revisions to instructional slide decks (e.

"I Learned as I Went": an online distance education case study.

Interactions between deaf and hard of hearing (DHH) students and instructors in online distance education (ODE) increased exponentially during the COVID pandemic. To understand this phenomena, we conducted a comprehensive literature review about evolving ODE formats customized for deaf student's needs. This literature shows increasing multimodal, multilingual, and interactive features.

The Deaf Biosocial Condition: Metaparadigmatic Lessons From and Beyond Vygotsky's Deaf Pedagogy Research.

Lev Vygotsky (1993) described deaf ontology as dynamic interactions that uniquely but inexorably synthesize biology and society. The deaf biosocial condition is a deceptively simple theory. Principally, it clarifies imbricated issues of axiology, power, and knowledge by centering positive adaptive compensations that sublate deafness.

Six Arguments for Vygotskian Pragmatism in Deaf Education: Multimodal Multilingualism as Applied Harm Reduction.

Deaf education research and practice have not always lived up to the ideal of improving deaf students' lives. Consequently, we have constructed novel arguments supporting deaf pedagogy using pragmatic ethics, the aim of which is to increase benefit and decrease harm to individuals and society. The ideal of harm reduction asks the pragmatist to pursue the path of action least likely to result in injury to others.

Vygotskian Perspectives in Deaf Education: An Introduction in Two Movements.

Vygotsky's (1993) Fundamentals of Defectology is a radical's handbook of deaf and disability studies. Vygotsky's overall research program views disabilities, including deafness, from an integrated biosocial and critical theory standpoint. In two movements, I introduce an American Annals of the Deaf Special Issue on Vygotskian perspectives in deaf education focused mainly on his Defectology volume.

Invited Article: The Bright Triad and Five Propositions: Toward a Vygotskian Framework for Deaf Pedagogy and Research.

L. S. Vygotsky's contributions to social research shifted paradigms by constructing now-foundational theories of teaching, learning, language, and their educational interactions.