Inclusion Challenges and Educational Practices of Deaf and Hard of Hearing Students in a Physical Education Teacher Education Program From a Latin-American Country

Purpose : To explore the experiences of sign language interpreters and faculty when instructing deaf and hard of hearing students enrolled in a physical education teacher education program. Method : A case study research design was used through a cascade facilitation process. A total of eight ( N = 8) participants, including five sign language interpreters and three tenure-track/tenured participated. Data collection were two focus group interviews as well as reflective researchers’ notes. Findings : Based on thematic analysis, four themes were constructed: (a) lengua de señas Mexicana interpreters’ experiences within a higher education institution, (b) from lengua de señas Mexicana to Spanish inclusion within a physical education teacher education program, (c) faculty understanding of Deaf culture, and (d) faculty’s experiences to promote learning engagement. Discussion : Lack of understanding of deaf culture allowed indirect ableism to emerge; however, willingness and cohesion among interpreters, faculty, and Deaf students created an opportunity to provide clear and thorough strategies for a more inclusive, and socially just environment.