Evidence-based strategies for supporting Deaf and Hard-of-Hearing (D/HH) students in general-education classrooms:

1. Visual Supports and Structured Routines

Visual support is vital for D/HH students, as they provide clear access to information that might otherwise be conveyed through auditory means. These aids include images, charts, graphic organizers, captions, and instructional videos. By integrating these tools, educators can make lessons accessible and engaging. Structured routines complement visual support by fostering consistency and predictability, which helps reduce anxiety and allows D/HH students to focus on learning. These tools enhance comprehension by leveraging the students’ natural reliance on visual input. For example, visual schedules can help students anticipate transitions, while graphic organizers can clarify complex concepts. Incorporating multimedia tools, such as captioned videos and interactive whiteboards, further enriches the learning experience. For example, having a daily schedule displayed visually can help students understand the flow of activities. Incorporating cues like visual timers for transitions further supports their ability to manage time and tasks effectively (Marschark, 2007).

To implement these strategies effectively for Deaf and Hard-of-Hearing (D/HH) students, teachers can take the following practical steps:

• Create a visually rich environment: Use posters, charts, and visual schedules to outline daily activities and lesson objectives. For example, a visual schedule with pictures or symbols can help students anticipate transitions and stay organized (Brady et al., 2016).

• Incorporate multimedia tools: Leverage technology like interactive whiteboards or educational videos with captions to make lessons more engaging and accessible (Nover & Andrews, 1998).
• Use consistent routines: Establish predictable classroom routines and provide visual cues for transitions, such as a timer or a color-coded system, to reduce anxiety and enhance focus (Marschark, 2007).

Visual supports align with Universal Design for Learning (UDL) principles, promoting inclusivity by validating all means of communication, including manual signs, gestures, and symbols (Brady et al., 2016).

2. Collaborative Learning and Peer Interaction

Group activities that encourage peer interaction and teamwork are essential for fostering social connections and improving communication skills among Deaf and Hard-of-Hearing (D/HH) students. Structured collaboration, such as small group projects or partner activities, creates opportunities for meaningful engagement and reduces feelings of isolation. Educators can enhance inclusivity by teaching peers basic sign language and Deaf culture, promoting mutual understanding and respect. Peer interaction not only nurtures social connections but also encourages academic engagement, as D/HH students can learn from and with their classmates. Additionally, collaborative learning environments benefit from clear communication protocols and visual cues to ensure all students can participate effectively (Spencer & Marschark, 2010).

Practical Steps for Collaborative Learning:

• Foster inclusive group activities: Design group projects where students can collaborate using their preferred communication modes, such as written notes, gestures, or sign language. This approach ensures that D/HH students can actively participate and contribute to group tasks (Spencer & Marschark, 2010).
• Educate peers: Teach all students basic sign language and Deaf culture to promote understanding and inclusivity. This can create a more supportive social environment and reduce barriers to communication (Marschark, 2007).
• Assign peer buddies: Pair D/HH students with empathetic and communicative peers who can assist with group tasks and facilitate interaction. Peer buddies can act as advocates and help bridge communication gaps, fostering a sense of belonging (Spencer & Marschark, 2010).
• Language and Communication Accessibility

Ensuring access to effective communication tools and services is crucial for D/HH students. This includes providing sign language interpreters, captioning services, FM systems, or other assistive devices depending on individual needs. Teachers should also adapt their instructional methods to be visually oriented, such as writing key points on the board, facing the class while speaking, and using gestures to reinforce meaning. Regularly checking comprehension ensures D/HH students are fully engaged with the lesson. Additionally, creating opportunities for direct instruction in the students’ preferred language and communication mode promotes equal access to the curriculum. For example, integrating American Sign Language (ASL) interpreters during instruction allows D/HH students to actively participate alongside their peers (34 CFR § 303.324(2)).

Practical Steps for Language and Communication Accessibility:

• Ensure access to interpreters and technology: Provide sign language interpreters, captioning services, or FM systems as needed. Teachers should also face the class while speaking to allow lip-reading (Marschark, 2007).
• Adapt teaching materials: Use written instructions, visual aids, and hands-on activities to complement verbal explanations. For example, providing a written summary of the lesson can reinforce understanding and ensure equitable access to information (Spencer & Marschark, 2010).
• Check for comprehension: Regularly confirm that D/HH students understand the material by asking open-ended questions or encouraging them to summarize key points. This ensures active engagement and helps identify areas where additional support may be needed (34 CFR § 303.324(2)).

By integrating these strategies thoughtfully, teachers can create an inclusive and empowering learning environment for D/HH students. These strategies are not only evidence-based but also integral to fostering an inclusive classroom environment where D/HH students can thrive academically, socially, and emotionally.

References

Brady, N., et al. (2016). Communication Bill of Rights. Retrieved from NCSE

Marschark, M. (2007). Raising and educating a deaf child: A comprehensive guide to the choices, controversies, and decisions faced by parents and educators. Oxford University Press

Nover, S. M., & Andrews, J. F. (1998). Strategies for educating deaf students: A visual learning approach. Gallaudet University Press

Spencer, P. E., & Marschark, M. (2010). Evidence-based practice in educating deaf and hard-of-hearing students. Oxford University Press.

U.S. Department of Education. (2021). Individuals with Disabilities Education Act (IDEA), 34 CFR § 303.324(2). Retrieved from IDEA Regulations.