I recall feeling thrilled after discussing a program that raises awareness about hearing loss. Seeing that a company was willing to provide closed captioning for the course was heartening. I had hoped that more companies would follow suit as awareness about hearing loss grows, but unfortunately, that has not been the case. I still have to request closed captioning for courses, and I receive emails stating it is unavailable. Asking for access and being denied is frustrating because restricting access to closed captioning is illegal. As a result, I have had to request refunds for courses I cannot benefit from. Unfortunately, none of the online courses have “CC” enabled as a standard feature. Even if they do, it is often not allowed on their end due to technical difficulties with virtual platforms. I have had to use transcription services to keep up with my continuing education, which is costly and inconvenient.
It is essential to recognize that some individuals experience hearing loss, not just due to occupational hazards but also to being born with or developing it later in life. With the shift towards virtual classes and meetings during the pandemic, professionals have better balanced their family and work commitments. However, it is crucial to ensure that these virtual events are inclusive for individuals with disabilities, particularly those with hearing loss. Many webinars and virtual meetings currently lack an inclusive environment, which can be a barrier for those with hearing loss.
As an individual who was born profoundly deaf, I heavily depend on closed captioning and visual cues like lip reading. Unfortunately, many virtual platforms lack accessibility features, which is crucial for individuals like me. The Americans with Disabilities Act strongly recommends it, and I’ve witnessed the negative impact of inaccessibility on deaf or hard-of-hearing individuals. By providing accessibility, meetings can become more productive and enjoyable for all participants, even those without hearing loss.
Ensuring inclusion in virtual educational settings can be challenging, but there are several ways to make all students feel respected and included in the virtual learning environment. Here are some tips for providing an inclusive virtual meeting:
1. Ensure your platform is accessible: The right conference software and technology can make a significant difference. You don’t need to know about your audience’s disability to make your meeting more accessible, as many disabilities are invisible.
2. Market the event: Let your attendees know what will be provided. Will there be an interpreter? Is it closed-caption enabled? When marketing an event, it’s vital to inform attendees about the accessibility features that will be available, such as whether there will be an interpreter or if it is closed-caption enabled. It shows you respect everyone’s needs, not just the deaf or hard-of-hearing community.
3. Share information in advance: Provide resources in accessible formats such as audio, video, and large font options. Ensure that all students have equal access to resources such as slides.
4. Record the meeting: Students can watch it again if needed. Additionally, be aware of different learning styles and provide multiple ways for students to engage with the material.
5. Get feedback from your audience: Ensure that everyone can see you clearly and that captioning is enabled. Encourage equal participation by allowing everyone to share thoughts and ideas. When facilitating a discussion, call on different students to encourage participation.
Finally, be conscious of the language you use. Avoid using phrases and expressions that can be exclusive or isolating for certain students. Make sure to create a safe and welcoming environment for everyone. The meeting should be as safe as a physical classroom should be.
About the Author
Amanda is a dental hygienist based in Raleigh, NC. She is also the founder of That Deaf RDH Foundation, a non-profit organization that aims to provide financial and community support to deaf and hard-of-hearing individuals pursuing a career in dental hygiene. Amanda graduated from Towson University with a Bachelor of Science in Psychology and has a prior background in massage therapy. She later pursued a degree in dental hygiene at Northern Virginia Community College and has been a board-licensed dental hygienist since 2017. Her passion for helping patients with TMJ and sleep disorders led her to become an orofacial myofunctional therapist. Amanda has held dental hygiene licenses in Virginia and Texas before settling down in North Carolina with her husband and three daughters. In addition to her clinical and non-profit work, she enjoys creating and sharing content on her Instagram page (@that.deaf.rdh) and advocating for inclusivity in society and the workforce.
