I thank the research participants for the opportunity to learn from their experiences in introductory inquiry-based biology laboratory classes in order to improve our teaching practices. I am grateful to Amber Marchut for her dedicated assistance in collecting and translating interview data. I thank Chris Beck for his feedback on a draft of the article. I also thank Amber Marchut, Caroline Solomon, and Regina Nuzzo for offering their insights and strategies to better support deaf and hard-of-hearing students. I acknowledge the support of an American Fellowship from the American Association of University Women to write this paper. The study also received support from the Gallaudet University Priority Research Fund. Finally, I acknowledge the precious gift of time and space to focus solely on writing this article, provided generously by a Playa Summer Lake Residency and the Gallaudet University Dean’s Fund. All statements expressed in this article are those of the author.
