Top Ten Strategies for Teaching Deaf and Hard of Hearing Students in Asynchronous Online Courses
Introduction
Online education has become an essential part of modern learning, offering flexibility and accessibility to diverse student populations. For instructors who teach Deaf and Hard of Hearing (DHH) students, successful online instruction requires thoughtful preparation, intentional design, and a strong commitment to accessibility and engagement. Between 2022 and 2024, the National Technical Institute for the Deaf (NTID) conducted in-depth research to document effective practices for online teaching. This research included surveys and interviews with eight experienced Teachers of the Deaf who completed extensive training and then taught asynchronous online courses to DHH learners.
The insights gathered from instructors, who had firsthand experience designing, delivering, and refining online learning for DHH students, reveal both the challenges and the highly effective strategies that support student success. Drawing from their collective expertise, the following top ten recommendations highlight practical, evidence-informed approaches for creating inclusive, engaging, and accessible online learning environments. These tips and strategies serve as a guide for educators seeking to strengthen their online teaching practices and ensure meaningful learning experiences for all students, especially those who are Deaf or Hard of Hearing.
1. Create Structured, Accessible Navigation
Use intuitive course navigation with clear organization. Include widgets and a homepage with links to weekly schedules and assignments. Structured navigation reduces confusion and makes content more accessible.
Tips/Strategies:
- Create a “Start Here” or “Course Overview” module for orientation.
- Use consistent headings, folder names, and color schemes in your LMS.
- Post a weekly checklist and short video that previews upcoming work.
2. Emphasize Interactive Learning
Replace static lectures with interactive activities such as discussion boards, group projects, and quizzes. These activities foster engagement and encourage critical thinking.
Tips/Strategies:
- Use Google docs or Padlet boards for peer discussions.
- Incorporate captioned interactive tools like Kahoot or Flip.
- Alternate between independent and group activities to maintain engagement.
3. Scaffold Assignments
Break down complex assignments into smaller, manageable tasks. Scaffolded learning helps students build skills incrementally, ensuring they stay on track and develop deeper understanding over time.
Tips/Strategies:
- Provide milestone deadlines (e.g., proposal, draft, final submission).
- Use short instructional videos or visuals to clarify each step.
- Offer early feedback so students can revise and build on success.
4. Leverage Technology Thoughtfully
Use tools like Panopto, ClipChamp or YouTube for video lectures and Google Workspace, Padlet, Miro or Nearpod for collaborative activities. Choose technology that is easy to use and aligns with course objectives and provide clear instructions or tutorials to reduce barriers for students.
Tips/Strategies:
- Post tutorial videos for each tool you introduce.
- Provide a “Technology Help” section in your course menu.
- Use accessible platforms with captioning and screen-reader support.
5. Provide Options for Participation
Allow students to engage in ways that suit their preferences and strengths, such as submitting text-based or video responses. Offering flexibility fosters inclusivity and accommodates diverse learning styles.
Tips/Strategies:
- Offer discussion board replies via text or captioned video.
- Let students choose between written reports or multimedia projects.
- Provide clear rubrics so all formats are evaluated fairly.
6. Set Clear Expectations
Publish both student and instructor expectations. Define how often students should log in, participate, and submit work. Clear guidelines ensure accountability and help students manage their time effectively.
Tips/Strategies:
- Include an “Expectations” section in the syllabus with a short video summary.
- Post due dates in multiple places (LMS calendar, announcements).
- Model expected response times in your communication with students.
7. Incorporate Universal Design for Learning (UDL)
Ensure course materials are accessible to all students by providing multiple means of representation, engagement, and expression. This includes tagging PDFs, providing image descriptions, and ensuring screen reader compatibility. UDL helps meet the diverse needs of students, including those who are Deaf, DeafBlind or have low vision.
Tips/Strategies:
- Use accessibility checkers in Word, PowerPoint, and LMS content.
- Add alt text to all images and use high-contrast color combinations.
- Caption and transcribe all multimedia before sharing.
8. Build Community
Foster a sense of community through group projects, peer-to-peer discussion boards, and instructor engagement. Encourage students to ask questions and respond to one another, which promotes collaboration and critical thinking.
Tips/Strategies:
- Use an “Introductions” forum or community board for informal sharing.
- Post regular instructor updates or video announcements with captions.
- Create group roles and vary them within groups to promote equitable participation in projects.
9. Use Feedback for Continuous Improvement
Collect feedback through established surveys and direct student interactions. Use this feedback to make iterative improvements to course design, materials, and teaching methods.
Tips/Strategies:
- Conduct a short mid-course survey focused on accessibility and clarity.
- Thank students for their suggestions and explain how you’ve implemented changes.
- Use feedback from one course to adjust future course layouts or activities.
10. Invest in Professional Development
Attend training programs and external workshops. These opportunities provide invaluable insights into best practices, accessibility, and innovative engagement strategies.
Tips/Strategies:
- Attend training on accessible design and teaching.
- Join professional groups focused on online pedagogy or accessibility.
- Keep up to date with LMS updates and emerging assistive technologies.
Each of these strategies is grounded in the experiences and reflections of NTID faculty in their asynchronous online classes. They demonstrate that thoughtful design, interactivity, and accessibility are key to successful online instruction for DHH students. By adopting these strategies, instructors can create engaging and effective learning environments for all students.
Papers:
Mallory, James R, et al. “Deaf and Hard of Hearing Online Learners in Postsecondary Education: Part 1-Student Perspectives Pre-COVID-19.” Journal of Educators Online 20. 2 (2023): 1 – 16. Web