Evidence-Based Strategies That Are Beneficial to DHH Students Based on Maikel Pravia’s Success Story

Maikel Pravia is a Cuban artist and art teacher, who has overcome profound deafness since early childhood to build a notable career as an artist and art teacher. His journey serves as an inspiration, illustrating the power of perseverance and support. (M. Pravia, personal communication, April 12, 2025)

Pravia’s deafness is complete, resulting from a bacterial meningoencephalitis he contracted at ten months old. He spent a critical month in intensive care, surviving a grave condition that claimed the lives of four children around him. Pravia attributes his survival to divine intervention, although he was left with a significant disability. He learned sign language in his early years while attending special education institutions, including elementary and professional education schools, where he developed his painting skills.

Pravia’s life trajectory shifted dramatically following his illness. He learned sign language from a young age and acquired great social and communication skills and academic accomplishments in various educational settings, contributing to his communication abilities and educational progress. From an early age, Pravia exhibited a natural inclination towards painting, a talent he describes as innate despite lacking familial connections to the art world. His family supported his artistic endeavors, and he meticulously captured his surroundings in his artwork, matching reality with remarkable accuracy. By the age of six or seven, Pravia was already drawing portraits in pencil upon request. He continually refined his painting techniques through personal effort, benefiting from the guidance of supportive teachers and peers.

Pravia pursued his education rigorously, culminating in a Bachelor’s degree in Art Education. He consistently pursues interpreter’s support throughout his schooling, and received support based on his unbreakable determination. Translation in sign language is a fundamental resource that facilitated Maikel’s inclusion and comprehension. Acceptance and inclusion were crucial for Maikel, who often found himself as the only Deaf individual learning and teaching in different settings.

Pravia navigated the challenges of inclusion within a predominantly hearing-oriented society. He asserts that “Deaf individuals do not live apart from this society but rather thrive in a visual world. Communication barriers can be overcome through sign language, confidence and social skills” which Pravia and the Deaf community and culture regard as a unique and valuable aspect of their identity. They advocate for greater understanding of their communication methods to foster inclusion and comprehension.
Maikel Pravia’s career is a testimony to human resilience and the ability to transcend challenges. His story motivates people of all ages and abilities to pursue their dreams and appreciate diversity in artistic and educational realms. Inclusion and acceptance are essential for building an equitable society where every individual can shine and contribute uniquely.

Recommendations from Maikel Pravia to Supporting Students Effectively

In the classroom, educators sometimes experience frustration due to the lack of access to methodological resources and procedures necessary for the effective delivery of lessons. Additionally, a lack of student motivation towards class objectives presents a notable challenge. It is essential for educators to recognize the importance of planning varied approaches for painting and drawing classes that address the needs of all students both individually and collectively. (M. Pravia, personal communication, April 12, 2025)

Challenges and Strategies in Art Class

Pravia’s recommended approach for inclusive art classes should prioritize creativity over reproduction. Educators are urged to allow colors and drawings to convey their own meanings, fostering a healthy environmental representation that aligns with a clear and precise conception of the world. Furthermore, when discussing art, it is important to acknowledge that cinema is the most comprehensive form of art.

Modeling Expected Behavior

By considering the aspirations and needs of students for the art classroom, educators can set objectives that are inclusive and serve better to the students’ abilities or skill development, encouraging excitement for learning important studio habits and artistic practices.

Understanding Time and Motivation for Deaf Students

Supporting the attention and focus of deaf students requires a planned approach in the classroom, during breaks, and rest periods, particularly if complex exercises are included. Classes should be varied to avoid repetitive content and structure. The primary goal is to spark interest and motivation in students while allowing them to maintain a personal routine of habits and focus time that they have identified as effective for their level of stimulation tolerance and frustration. Conscious decision-making in this regard contributes to better outcomes and provides necessary support for deaf students who are eager to learn but aware of their time limitations. Understanding the time habits of deaf students supports the overarching goal of comprehension. (M. Pravia, personal communication, April 12, 2025).

Changing Activities in Class

Educators should thoughtfully design classroom activities that facilitate the achievement of specific behavioral and learning objectives while removing barriers to accessibility. These activities should be structured to ensure inclusiveness, adapting methods and procedures to meet the diverse needs of students. By alternating tasks and projects, educators can cater to varying levels of student focus and engagement, making the learning experience more dynamic and accessible.

In the context of art education, alternating activities can foster a deeper understanding of the contemporary world through creative exploration. For instance, educators might incorporate short drawing exercises, group discussions about artistic movements, and hands-on projects that encourage self-expression. Such variation in activities allows students to stay engaged, while providing them with the opportunity to explore their individual creative processes and connect with broader cultural and societal themes. Alternating activities not only support diverse learning styles but also enhances cognitive flexibility and problem-solving skills (M. Pravia, personal communication, April 12, 2025). By rotating between individual and collaborative tasks, educators with DHH can maintain D/HH students’ interest while promoting teamwork and independent learning.