Shiva Zarezadeh Kheibari

Grad Research and Teaching Assistantship , Faculty of Education - Educational Psychology Dept
Short Term Acad Employment, Faculty of Education - Educational Psychology Dept
Grad Teaching Assistantship, Faculty of Education - Educational Psychology Dept

Contact

Grad Research and Teaching Assistantship , Faculty of Education - Educational Psychology Dept
Email
szarezad@ualberta.ca
Address
6-132 Education Centre - North
8730 - 112 St NW
Edmonton AB
T6G 2G5

Short Term Acad Employment, Faculty of Education - Educational Psychology Dept
Email
szarezad@ualberta.ca

Grad Teaching Assistantship, Faculty of Education - Educational Psychology Dept
Email
szarezad@ualberta.ca

Scholarly Activities

Research - Deaf and Hard of Hearing Students’ experiences of fatigue

Fall 2019 - Summer 2021

Classrooms comprise an ongoing array of cognitive, visual, auditory, and attentional demands. Students who Deaf or Hard of Hearing (D/HH) must navigate these demands with degraded hearing amidst competing auditory sounds (e.g., teacher’s voice, chair movements, hallway conversations) for up to six hours a day, five days a week. The increased effort and exertion needed to learn contributes to greater levels of fatigue that is compounded when students are denied resources known to minimize fatigue. While fatigue has been acknowledged as one explanatory factor for lower academic outcomes for D/HH students, it is poorly understood by both students and educators. Students often disregard fatigue symptoms or internalize the causes, have limited or maladaptive coping strategies, and minimize the serious consequences these actions have on their learning and academic success. Teachers frequently misconstrue ineffective coping behaviors as a lack of motivation, and those who liken hearing devices to jewelry fail to recognize the importance of educational supports moderating cognitive, auditory, and visual exertion. Thus, the goal of my study is to understand the fatigue experience by D/HH post-secondary students and its impact on their education. Post-secondary students who are D/HH are uniquely positioned since these are individuals who have succeed in highly competitive academic environments. Finding form the study will be shared with teachers, specialists and parents in K-12 educational contexts. 


Teaching - EDPY 301 - Introduction to Inclusive Education: Adapting Classroom Instruction for Students with Special Needs

Started: Every Fall, Winter and Summer

The course is designed to augment and complement the content found in the course eBook Other Ways of Seeing Inclusive Education. This course will introduce you to inclusive education, and approaches to adapting and enhancing classroom contexts for students with diverse needs. Within an inclusive education context all teachers are expected to anticipate, value and respond to the diverse range of students who will be in their classrooms. As such, this course is designed to facilitate your ability to adapt classroom instruction and classroom environments to enhance learning for all students.