Abstract

Public speaking courses often emphasize communication norms that create barriers for neurodivergent, Deaf and hard-of-hearing, and disabled students. This study examined challenges diverse learners face in traditional public speaking contexts and explored how communication centers can lead inclusive pedagogical reform. Semi-structured interviews were conducted with eight participants at a medium-sized private university: four support professionals working with diverse student populations and four public speaking faculty members. Both groups recognized that traditional public speaking norms and assessment practices privilege neurotypical, able-bodied speakers while marginalizing others. Areas of convergence included acknowledgment of these systemic problems, support for scaffolded instruction, and commitment to individualized support. Key divergences emerged around accommodation philosophy (proactive versus reactive approaches) and awareness of masking behaviors among students. Support professionals advocated for universal design principles and structural flexibility, while faculty demonstrated resistance to proactive accommodation despite willingness to help individual students. Findings suggest communication centers are uniquely positioned to bridge these gaps through institutional leadership, faculty development, and expanded support services. Recommendations include assessment reform prioritizing content over normative delivery behaviors, proactive communication about accommodations, and positioning communication centers as leaders in inclusive pedagogy development across disciplines.

Keywords: public speaking, communication centers, neurodivergent students, Universal Design for Learning (UDL), public speaking, inclusive pedagogy, communication centers, neurodivergent students, Universal Design for Learning (UDL)

How to Cite:

Reeves O'Connor, E. & Norris Martin, K., (2026) “Communication Centers as Leaders in Inclusive Public Speaking Pedagogy”, Communication Center Journal 11(1). doi: https://doi.org//ccj.2905