A senior lecturer at the University of Miami School of Education and Human Development, Kirsten Schwarz Olmedo, developed the University’s American Sign Language sequence, ASL 1 and ASL 2, teaching both as well as Contemporary Issues in Disability and Society (TAL 205). Together, the courses rank among the school’s most distinctive offerings, and students say the lessons extend well beyond the semester. Her classes begin at 8 a.m., but students do not sit quietly. They sign, compete, build budgets and explore perspectives that challenge their assumptions about disability, communication and inclusion.
“My courses are highly interactive, yes, even at 8 a.m., and students quickly get to know one another as they become active participants in the learning process,” Schwarz Olmedo said.
She sets one expectation early. “Students know that they cannot simply sit quietly in the corner and observe,” Schwarz Olmedo said. “Instead, they are challenged to engage, ask questions, consider different perspectives and develop their own critical thinking skills.”
The approach reflects the University’s broader emphasis on experiential learning and inclusive education during Disabilities in the Workplace Awareness Month, when campus programming throughout October highlights accessibility, advocacy and the experiences of people with disabilities.
Learning a language and culture
In her ASL courses, students learn to sign, read signing and work within a language and culture that is new to most of them.
“The American Sign Language courses I developed at the University of Miami extend far beyond learning the foundations of ASL,” Schwarz Olmedo said. “Students develop communication skills while gaining a deeper understanding of Deaf culture, the communities that use ASL and the importance of inclusive communication.”
Megan Shoemaker, a senior majoring in elementary education with a minor in ASL, still ranks the ASL 2 final project as her favorite assignment in college. Schwarz Olmedo asked each student to pick a song and record themselves signing it.
“To this day, I still remember so many of the signs whenever I hear that song,” Shoemaker said. “Rather than simply memorizing signs, we were given the opportunity to connect ASL with something that was meaningful to each of us.”
Rethinking disability and inclusion
The Contemporary Issues in Disability and Society course takes a wider view. It covers typical and atypical development, such as when and how people choose to disclose a disability, travel, dating and relationships, employment, long-term impacts and how media represent disability.
“These discussions encourage students to think critically about accessibility, inclusion, societal attitudes and the experiences of people with disabilities,” Schwarz Olmedo said.
Charlotte DeAngelis, a senior double majoring in creative advertising and psychology with a minor in ASL, found the first unit tested her assumptions. Her class compared videos of typical and atypical 2-month-olds, then guessed infant ages from milestone checklists.
“I was most surprised when we explored typical versus atypical childhood development,” DeAngelis said. “It was very eye-opening to see how a good pediatrician, proper diagnosis and early intervention can completely change the course of a child’s life for the better.”
Schwarz Olmedo tracks that outcome, whatever field her students enter.
“I want them to challenge themselves and others to consider different perspectives and to actively contribute to creating more inclusive environments, both socially and professionally,” Schwarz Olmedo said.
Her commitment to accessibility and advocacy extends beyond the classroom.
In August, The de Moya Foundation honored Schwarz Olmedo at Power of the Suit, an inaugural women’s empowerment luncheon and fashion show at Jungle Island that drew more than 400 guests. Schwarz Olmedo serves on the foundation’s board. The foundation recognized her for helping individuals with unique abilities find their voice, build connections and advocate for themselves. She has spent more than 25 years advancing that work outside the classroom.
“My hope is that years from now, when students reflect on their experience in my courses, they remember more than the grade they earned,” Schwarz Olmedo said.
Shoemaker, who took ASL 2 two years ago, remembers just that.
“More than anything, I remember how much I enjoyed being in her class,” Shoemaker said. “Whenever I walked into Kirsten’s class, I knew there was going to be an hour of my day when I would be smiling and laughing.”
DeAngelis, who graduates in December, credits the open format for the shift in how she thinks.
“Every activity makes me think from a different perspective, whether it’s as a person with a disability, a family member, an educator or an employer,” DeAngelis said. “I take that empathy with me into the world and am now better equipped to advocate for inclusion and understanding.”
