Deaf Students’ Experiences in Chemistry Further and Higher Education: Barriers, Support and Innovation

This chapter explores the experiences of deaf and hard-of-hearing people studying chemistry in further and higher education and discusses strategies to enhance accessibility. It analyses the challenges and solutions faced by eleven deaf chemists from the UK and the US based on their shared experiences in various learning environments, such as lectures, tutorials, and laboratories. The chapter emphasises how the visual-spatial nature of chemistry presents unique barriers when deaf students must process multiple information channels simultaneously. It discusses various support mechanisms, including communication support, assistive technologies, and innovative resources such as the Scottish Sensory Centre’s STEM in BSL glossary. This glossary demonstrates how careful attention to scientific accuracy and linguistic principles can create specialised vocabulary to aid in teaching and visualising abstract chemistry concepts. While legislative frameworks provide a foundation for change, the chapter argues that meaningful access requires sustained commitment to understanding and meeting the diverse communication needs of deaf students. It stresses that deafness does not pose a barrier to excellence in chemistry when appropriate support systems are in place.Display