Abstract

This article explores pedagogical frameworks closely associated with d/Deaf and hard-of-hearing persons from the perspective of a disabled instructor to increase student awareness of the needs of diverse audiences they will encounter in the workforce. The author argues that students and instructors can use captioning theory to strategize one of the harder business communication genres, the presentation, for d/Deaf audiences to make communication more accessible. By raising critical awareness of the limits of technology, current trends in pedagogy, and disability, this article seeks to further the conversation about providing accessibility for disabled users in the classroom.

Journal
Business and Professional Communication Quarterly
Published
2018-03-01
DOI
10.1177/2329490617748710
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Citation Context

Cited by in this index (6)

  1. Technical Communication Quarterly
  2. Journal of Business and Technical Communication
  3. Business and Professional Communication Quarterly
  4. Journal of Technical Writing and Communication
  5. IEEE Transactions on Professional Communication
Show all 6 →
  1. Business and Professional Communication Quarterly

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