In this article, Joanne Weber and Michael Skyer address the complex issue of deaf education in North America, focusing on the unsatisfactory literacy levels among deaf high school students despite advanced technologies and mandatory early assessment.
Through a comprehensive analysis and the creation of a new theoretical framework, the authors explore how Open Educational Resources (OER) and curriculum design can be used to improve this situation.
The research highlights the need for aesthetic approaches and a focus on the deaf community to develop more effective educational solutions.
The authors review existing literature and present their findings at international conferences, analyzing how collaboration and the implementation of adapted pedagogies and curricula can bridge current gaps in deaf education.
By applying an ecocycle model to interpret qualitative and quantitative data, the study reveals broader implications for educational research and practice, proposing an innovative and critical approach to overcoming inadequate educational policies.
Finally, Weber and Skyer emphasize the importance of active participation from the deaf community in the development and implementation of OER and digital educational materials.
By emphasizing aesthetics and deaf-positive design, the authors argue that these strategies will not only improve educational outcomes but also promote greater equity and inclusion in deaf education.
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How to cite: Weber, J., & Skyer, M. (2022). The Aesthetics of OER, Deaf Pedagogy, and Curriculum Design Contra the “Wicked” Policy of Deaf Education. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 73-96. https://doi.org/10.5944/ried.25.2.33083
