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Instructional Strategies for Deaf Student Success

This image shows three people. There are two women and one man. The women are sitting in front of the computer, while one is typing and the other is pointing something on the screen to the man who is standing and looking at the screen.

In three one-hour modules, Instructional Strategies for Deaf Student Success uses evidence-based research, real-world examples, and useful resources ready for immediate implementation.

  • Module 1 explores classroom spaces and how to integrate and support accommodations, such as ASL interpreters, speech-to-text services, assistive listening devices, and note-taking.
  • Module 2 addresses how to create a community of learners by using accessible teaching strategies and ensuring student engagement.
  • Module 3 focuses on teaching tips and implementing the strategies to strengthen learning experiences.

What It Addresses 

More than 200,000 deaf and hard of hearing students attend colleges and universities in the United States. Yet “begrudging tolerance” was what many encountered in the classroom and on campus, according to NDC’s nationwide report about college accessibility. It’s an issue that is exacerbated by the COVID-19 pandemic.

Simply providing a basic level of accommodations does not guarantee that deaf students have full access to the broader learning environment. As a result of this and other factors, research shows deaf people are less likely to complete an associate’s, bachelor’s, or graduate degree.

Who It is Designed For 

Instructional Strategies for Deaf Student Success is designed for postsecondary and secondary educators, transition counselors, interpreters, and anyone interested in learning about accessible learning environments.

Professional Development Credit 

With a passing score of 80% or above, participants receive a certificate of completion and can submit it for 0.3 RID CEUs.

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Other Courses

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Professional Development Clock Hours: 1
One of many barriers to successful postsecondary outcomes for deaf people is the impact of negative attitudes and biases. Deaf people encounter negative attitudes and biases across many settings. This, along with “the historical trend of low expectations” have served as a persistent barrier to advancement in both school and the workplace. To ensure people interacting with deaf individuals don’t create additional barriers or inadvertently maintain barriers created by others, it is important to examine oneself and how one views deaf people. Understanding that there are factors pervasive across all levels of the system that inhibit deaf people from reaching their full potential can guide us to ensure equitable opportunity for deaf success — ultimately benefiting society as a whole.
This is a horizontal black & white image with photographs of seven individuals one next to each other. In the middle of the image, there is a sentence that reads as " Deaf people are not all the same"
Professional Development Clock Hours: 1
Deaf people are not all the same. While some deaf people may have similar or shared experiences, deaf people are a highly diverse population. This module introduces experiences of deaf people by deaf people, discusses the concept of intersectionality, and responds to commonly asked questions.
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Professional Development Clock Hours: 1
Effective accommodations make it possible for deaf individuals to both receive and convey information in a manner that is equitable to other people in the setting — making it possible for deaf people to participate in a manner that promotes inclusion. In this course, participants will learn how to plan and provide accommodations for each setting, circumstance, and interaction — ultimately making it possible for deaf people to participate in a manner that promotes inclusion, and benefits everyone involved.

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