Inclusive Eats: Innovating Dining for the Deaf Community

High School Grade

Project
4 weeks

Inclusive Eats: Innovating Dining for the Deaf Community

Dana Vaughan

Purpose

The purpose of this project is to engage high school students in a real-world challenge by designing a restaurant experience that is fully inclusive and accessible to the Deaf community. Through this project, students will explore the intersection of business, design, and social responsibility, focusing on creating an environment that ensures effective communication and a welcoming atmosphere for Deaf patrons. Over the course of four weeks, students will collaborate to research, design, and propose innovative solutions that address the unique needs of the Deaf community, fostering empathy, creativity, and problem-solving skills. This project aims to deepen students' understanding of accessibility and inclusivity while developing practical skills in project management and teamwork.

Learning goals

In this project, students will explore the intersection of hospitality and accessibility by designing a restaurant experience tailored for the Deaf community. They will learn about the unique communication needs of the Deaf population and how to create an inclusive environment. Key learning goals include understanding American Sign Language (ASL) basics, exploring universal design principles, and developing empathy and cultural awareness. Students will also enhance their problem-solving, collaboration, and creativity skills as they work in teams to develop innovative solutions. Through research, design, and presentation, students will gain insights into how businesses can be more inclusive

Standards

Common Core - CCSS.ELA-LITERACY.CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Common Core - CCSS.ELA-LITERACY.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Common Core - CCSS.MATH.PRACTICE.MP4: Model with mathematics, applying the mathematics they know to solve problems arising in everyday life, society, and the workplace.

Products

In this project, students will design a comprehensive plan for a restaurant that caters specifically to the Deaf community. This will include creating a detailed business proposal, designing a menu that incorporates visual and tactile elements, and developing a communication strategy that utilizes technology and visual aids to ensure effective interaction between staff and customers. Students will also create a marketing campaign to promote the restaurant's inclusive environment. By the end of the project, students will present their restaurant concept through a multimedia presentation that showcases their innovative solutions to creating an accessible and welcoming dining experience for the Deaf community.

Launch

To kick off the project, organize an immersive experience where students visit a local restaurant known for its inclusive practices or invite a guest speaker from the Deaf community who has experience in the hospitality industry. During this visit or session, students can observe and discuss the challenges and solutions related to accessibility and communication for Deaf patrons. This experience will help students empathize with the target audience and inspire ideas for creating an inclusive restaurant environment. Following the visit or talk, facilitate a brainstorming session where students identify key elements they noticed and how these could be incorporated into their project.

Exhibition

At the end of the project, students will host a "Deaf-Friendly Restaurant Experience" event. This exhibition will allow students to showcase their restaurant designs, including menus, communication tools, and service protocols tailored for the Deaf community. Students will set up booths representing their restaurant concepts, where they can demonstrate how they have addressed inclusivity and accessibility. Attendees, including peers, teachers, and members of the Deaf community, will be invited to interact with the exhibits, providing feedback and engaging in discussions about the importance of accessibility in public spaces. This event not only celebrates students' creativity and problem-solving skills but also raises awareness about the needs and experiences of the Deaf community.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Introduction to the Project - Teacher presents the project overview, explaining the purpose and goals. Discussion on the importance of inclusivity and accessibility in businesses.	Activity 2: Immersive Experience - Visit a local inclusive restaurant or host a guest speaker from the Deaf community to discuss challenges and solutions related to accessibility.	Activity 3: Debrief and Discussion - Students reflect on their experience from the visit or talk, discussing what they observed and learned about inclusivity for Deaf patrons.	Activity 4: Brainstorming Session - Students brainstorm ideas for creating an inclusive restaurant environment, identifying key elements from their observations.	Activity 5: Research and Initial Ideas - Students begin researching American Sign Language (ASL), universal design principles, and existing solutions for inclusivity in the hospitality industry.
Deliverables	1. Deliverable 1: Reflection Summary - A written reflection on the immersive experience, highlighting observations and key learnings about inclusivity and accessibility. 2. Deliverable 2: Initial Ideas Document - A document compiling the initial ideas and concepts brainstormed for creating an inclusive restaurant environment.
Preparation	1. Teacher Preparation Task 1: Organize a visit to a local inclusive restaurant or arrange for a guest speaker from the Deaf community to share their experiences. 2. Teacher Preparation Task 2: Prepare project overview presentation, including objectives, learning goals, and expected outcomes. 3. Teacher Preparation Task 3: Gather resources and materials on American Sign Language (ASL) basics and universal design principles for students to explore.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Deep Dive into American Sign Language (ASL) - Introduction to basic ASL signs, focusing on hospitality-related vocabulary. Students practice phrases and role-play scenarios to enhance communication skills.	Activity 2: Exploration of Universal Design Principles - A workshop on universal design principles, discussing how these can be applied in the context of a restaurant to cater to the Deaf community.	Activity 3: Case Study Analysis - Students examine case studies of existing businesses that have successfully implemented inclusive practices. They identify what worked well and areas for improvement.	Activity 4: Team Collaboration - Students divide into teams to develop a cohesive concept for their restaurant. Each team outlines their vision, design elements, and initial strategies for inclusivity.	Activity 5: Midweek Check-In and Feedback - Teams present their preliminary ideas to the class. Peers and the teacher provide feedback and suggestions for refinement.
Deliverables	1. Deliverable 1: ASL Practice Log - A logbook documenting students' progress in learning ASL, including mastered signs and phrases. 2. Deliverable 2: Case Study Analysis Report - A written report summarizing the findings from the case study analysis, highlighting successful inclusive practices. 3. Deliverable 3: Team Concept Proposal - An initial proposal document outlining each team's restaurant concept, including design elements and strategies for inclusivity.
Preparation	1. Teacher Preparation Task 1: Arrange for ASL resources, such as video tutorials and practice worksheets, to support students in learning basic signs. 2. Teacher Preparation Task 2: Prepare a presentation on universal design principles, including examples and applications in the hospitality industry. 3. Teacher Preparation Task 3: Select and provide case studies of businesses with successful inclusive practices for student analysis. 4. Teacher Preparation Task 4: Plan a feedback session structure to facilitate constructive peer and teacher feedback on team proposals.

Week 3	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Prototype Development - Teams begin creating prototypes of their restaurant concepts, focusing on design elements such as menus, layouts, and communication tools. Students use sketches, digital tools, or models to visualize their ideas.	Activity 2: Feedback and Iteration - Conduct a peer review session where teams present their prototypes to the class. Classmates provide constructive feedback, highlighting strengths and areas for improvement.	Activity 3: Guest Expert Session - Invite an expert in accessibility design to discuss best practices and innovative solutions. Students engage in a Q&A session to gain insights and further refine their prototypes.	Activity 4: Technology Integration Workshop - Students explore various technologies that can enhance communication and accessibility in their restaurant designs, such as apps, tablets, or visual aids.	Activity 5: Prototype Refinement - Based on feedback and new insights, teams refine their prototypes, incorporating new elements and making necessary adjustments to enhance inclusivity and accessibility.
Deliverables	1. Deliverable 1: Prototype Presentation - A presentation showcasing each team's prototype, including design elements, communication tools, and technology integration. 2. Deliverable 2: Feedback Summary Report - A document summarizing the feedback received from peers and the guest expert, along with the team's plan for refinement and improvement.
Preparation	1. Teacher Preparation Task 1: Arrange necessary materials and tools for prototype development, such as sketchpads, modeling supplies, and digital design software. 2. Teacher Preparation Task 2: Schedule and coordinate a guest expert session, ensuring the expert specializes in accessibility design and has relevant experience. 3. Teacher Preparation Task 3: Prepare a workshop on technology integration, including examples and demonstrations of tools that can enhance communication and accessibility in hospitality settings. 4. Teacher Preparation Task 4: Develop guidelines and criteria for the peer review session to ensure constructive and actionable feedback from classmates.

Week 4	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Final Prototype Testing - Teams conduct a final test of their restaurant prototypes, simulating the customer experience from arrival to departure. Teams evaluate the effectiveness of their designs in providing accessibility and inclusivity.	Activity 2: Refinement and Finalization - Based on the final testing results, teams make any necessary adjustments and finalize their restaurant design concepts, ensuring all elements are cohesive and effective.	Activity 3: Multimedia Presentation Preparation - Students work on creating a multimedia presentation that effectively communicates their restaurant concept, highlighting design elements, inclusivity strategies, and the impact on the Deaf community.	Activity 4: Presentation Rehearsal - Teams practice their presentations, focusing on clarity, engagement, and effective communication. Peers provide feedback on delivery and content.	Activity 5: Exhibition Setup and Execution - Students set up their exhibition booths, ensuring all materials, prototypes, and presentations are ready for the "Deaf-Friendly Restaurant Experience" event. During the exhibition, students present their concepts to attendees, engaging in discussions and receiving feedback.
Deliverables	1. Deliverable 1: Final Restaurant Design Document - A comprehensive document detailing each restaurant concept, including design elements, communication strategies, and technological integrations. 2. Deliverable 2: Multimedia Presentation - A polished presentation that showcases the team's restaurant concept and its inclusive features, ready for the exhibition event. 3. Deliverable 3: Exhibition Reflection - A reflective piece where students document their experiences from the exhibition, feedback received, and insights gained regarding inclusivity and accessibility.
Preparation	1. Teacher Preparation Task 1: Coordinate exhibition logistics, including venue setup, invitees, and necessary equipment for presentations. 2. Teacher Preparation Task 2: Provide guidance and resources for students to create effective multimedia presentations, including tools and techniques. 3. Teacher Preparation Task 3: Offer support and feedback during presentation rehearsals to ensure students are confident and prepared for the exhibition. 4. Teacher Preparation Task 4: Arrange for feedback forms or methods during the exhibition for attendees to provide constructive feedback to student teams.