Instruction for Students Who are Deaf or Hard of Hearing

Students who are deaf or hard of hearing use many communication approaches, and these have implications for instruction, especially in public school or mainstream classes. Many deaf or hard of hearing students receive some instruction in classes where the teacher may not know sign language, and thus a sign language interpreter is brought into the class to provide sign language interpretation.

A student who is deaf and whose first language is ASL often learns to read by looking at English print while a teacher, parent, or other instructor interprets the story in ASL, helping the child to relate the written word to the signed meaning. Beginning readers who are deaf or hard of hearing, like most students, also use illustrations and pictures as an aid to construct meaning from text. Learning to read for these students entails moving from signed elaboration toward direct translation of English print to ASL , followed by higher level comprehension, interpretive, and inference skills.

There is no consensus among researchers, educators, parents, or those who are deaf or hard of hearing about the best reading strategies for students who are deaf or hard of hearing. Some argue that ASL is the primary language of a vibrant deaf community in the United States, and that a deaf child is best prepared for a productive life when ASL is taught as the primary language of instruction. Others suggest that speech reading or manually coded English should play an important role in the educational program of a student who is deaf or hard of hearing. Still others argue that technology, such as cochlear implants, should routinely be made available to children who are deaf or hard of hearing. The implications for both instruction and assessment of reading may be quite different depending on the perspective one takes on these issues.

Chamberlain argued that reading development is contingent on a fully developed primary language, and that incomplete or inconsistent signed or spoken language may affect the development of reading proficiency. In the United States, 90 percent of children who are deaf are born to hearing parents who should learn sign language as a second language to communicate with their child. As a result, preschool age deaf children often receive limited amounts of comprehensible input, leading to delays in language acquisition. Good language skills, on the other hand, are strong predictors of reading ability and proficiency for students who are deaf or hard of hearing.

Students who are deaf or hard of hearing benefit from having access to accommodations, both in instruction and assessment. For instance, eBooks can help these students access written language and literature. Books are electronic versions of books that can be viewed on a computer screen where English print and sign language are intertwined. The use of eBooks in instruction can help students who are deaf or hard of hearing to develop literacy skills and make the transition to physical books.