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USDB students describe sustained cultural, historical learning from Japan trip
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Summary
Students from the Utah Schools for the Deaf and the Blind presented to the board about a recent trip to Japan, describing visits to Hiroshima, Miyajima and other sites; staff and the board said the trip reinforced project-based learning for deaf and blind students.
Students from the Utah Schools for the Deaf and the Blind (USDB) told the Utah State Board of Education on Wednesday that a recent educational trip to Japan gave them sustained, real‑world learning experiences that classrooms alone could not provide. The presentation included first‑hand accounts of visits to Hiroshima’s Peace Museum, the Torii gate on Miyajima Island, Nara Park, and encounters with deaf and deaf‑owned businesses.
Board members and USDB leaders said the trip illustrated the value of project‑based learning for students who experience limited incidental learning because of sensory differences. “This is why this event for them … is the crowning event where they go and they realize what they learned in school really is intended to make them more successful, happy, and helped them thrive,” said Superintendent Coleman, who introduced the students and staff.
During the roughly 20‑minute student presentation, seniors and juniors recounted travel logistics (customs and trains), cultural observations (the Shibuya crossing, okonomiyaki food, Torii gates), and personal history encounters in Hiroshima. Student Eliza Dietz described the visit to the Peace Museum as “so impactful” and said hearing survivors’ perspectives changed how she thought about the bombing’s long‑term effects. Jackson Fowler and other students spoke about interactions with Japanese deaf high‑school students and guides who used Japanese Sign Language; students said they learned many JSL signs and compared them with American Sign Language.
USDB program director Adam Billings accompanied the trip and later presented research on why project‑based international experiences are important for deaf and blind students, who often miss incidental learning opportunities available to hearing or sighted peers. Board members asked questions about logistics and access; Vice Chair Wood encouraged trustees to view the presentation as an example of how experiential learning ties to broader educational outcomes.
USDB leadership said the trip was funded from board‑approved enrichment funds and that remaining enrichment balances will help fund upcoming summer camps. Board members thanked the students and staff for the presentation and said they were pleased to hear concrete examples of student growth outside the classroom.
The presentation appeared during agenda item 5; board members noted the trip was an annual type of experience funded through USDB enrichment projects and requested continued reporting on student outcomes tied to such opportunities.
