![txd workshop interpreter deaf 2018 free txd workshop interpreter deaf 2018 free](https://cs2.gtaall.com/screenshots/4dc09/2013-10/original/f4b50439e7e5d782169a1b3ec198aba6450020dc/131124-image-30288.jpg)
![txd workshop interpreter deaf 2018 free txd workshop interpreter deaf 2018 free](https://www.mdpi.com/electronics/electronics-08-01047/article_deploy/html/images/electronics-08-01047-g003.png)
![txd workshop interpreter deaf 2018 free txd workshop interpreter deaf 2018 free](https://www.mdpi.com/electronics/electronics-08-01047/article_deploy/html/images/electronics-08-01047-g001.png)
Research has shown no differences in the intelligence and academic achievement of students who leave STEM for other fields versus those who persist ( Seymour and Hewitt, 1997 President’s Council of Advisors on Science and Technology, 2012 ). Research groups with more diverse compositions are advantageous in that they usually consider a larger and more varied set of solutions therefore, they ultimately find a more effective approach than do less-diverse groups ( Campbell et al., 2013 Freeman and Huang, 2014 ).ĭeveloping a welcoming, inclusive atmosphere in STEM is critical. Diverse teams are more effective at problem solving ( Hong and Page, 2004 ) and decision making ( Shachaf et al., 2008 ), thereby positively impacting the quality of the science produced. Working to make science, technology, engineering, and mathematics (STEM) inclusive and, ultimately, more diverse improves the quality of scientific research ( Cole and Zhou, 2013 Lou and Jamieson-Drake, 2013 Roberge, 2013 Singal, 2014 Burke et al., 2015 ). Likewise, work by teams with deaf scientists regarding American Sign Language (ASL Stokoe, 1980 Padden et al., 2014 ) led to a paradigm shift in neurolinguistics ( Thompson et al., 2013 Olulade et al., 2014 Williams et al., 2015 ). Women’s medical issues were largely ignored until recently, when female investigators became better represented among medical researchers and began researching these issues ( Keville, 1994 ). For example, genetic diseases among the Ashkenazi Jewish population are well studied, because many prominent geneticists were Jewish themselves and took an interest in their own population ( Carmeli, 2004 ). Diversity and cultural experiences among scientists broaden research directions and, ultimately, scientific discoveries. Scientists, like all people, are shaped by their life experiences, and they bring their unique perspectives to their research. We also discuss the importance of including deaf scientists in research about deaf individuals. We describe and provide recommendations for classroom seating and layout, accommodations, teaching strategies, and research mentoring. We describe the journey of a hypothetical deaf student and methods for faculty to create a welcoming environment. In this essay, we review evidence from the literature and, where data are lacking, contribute the expert opinions of the authors, most of whom are deaf scientists themselves, to identify strategies to best support deaf students in university STEM education. In addition to a lack of communication access, deaf students may also feel unwelcome in STEM, as do other underrepresented groups. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals. However, deaf individuals still face challenges in university science education. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Scientists are shaped by their unique life experiences and bring these perspectives to their research.