Involving Deaf experience well means avoiding a few common mistakes. Use this tip sheet as leaders draw on the knowledge of Deaf staff and community members. It cautions against assuming deaf and hard of hearing identity alone equals expertise in every area, tokenism (including someone only for representation without a real role), placing people outside their actual area of knowledge, and asking one person to represent all Deaf perspectives when the community is diverse. It also reminds leaders to give Deaf contributors the same materials, context, and decision-making authority as everyone else, so their expertise is used respectfully and effectively.
Because of your selected audience type, you may also enjoy the following related resources.
An answer key facilitators use with a training activity, showing which school decisions truly need Deaf staff and community expertise, and why, so it is sought where it matters most.
An informational slide deck teams use to build shared understanding of what an exemplary ASL/English school climate looks like in practice; it is not an evaluation tool or checklist.
A reading list you can use to ground school-climate decisions in evidence, covering belonging, identity, peer relationships, and language access for deaf and hard of hearing students.