Abstract
This research-to-practice brief explores innovative strategies to enhance digital accessibility for Deaf or Hard of Hearing (D/HH) learners, focusing on practical applications for inclusive K-12 education. Despite advances in digital learning, D/HH learners face unique barriers due to auditory-centered designs. Accessibility legislation such as the ADA, Section 504, and IDEA mandate educational inclusion for these learners. Key strategies include the integration of assistive technologies (e.g., captioning, ASL video interpretation), the application of the Universal Design for Learning (UDL) 3.0 guidelines, and adherence to WCAG 2.1 principles for accessible content design. The research-to-practice brief provides actionable insights for educators, administrators, and policymakers to support equitable access and optimize academic outcomes for D/HH learners.
Plain Language Summary
This research-to-practice brief is about how to make online learning easier for learners who are Deaf or Hard of Hearing (D/HH). Most online learning tools are designed for students who can hear, so D/HH learners may struggle to use them. U.S. laws, like the Americans with Disabilities Act (ADA) and Individuals with Disabilities Education Act (IDEA), say that schools must make sure all students have fair access to learning, including D/HH learners. To help D/HH learners, schools can use captions on videos, videos in sign language, visual aids, and other tools that don’t rely on sound. Schools can also use the Universal Design for Learning (UDL) guidelines, which help make learning materials that work for everyone. UDL suggests giving students different ways to learn, like using videos, pictures, and activities. Another important set of rules, called the Web Content Accessibility Guidelines (WCAG), helps schools make digital tools that are easier to read and use. These guidelines include captions, readable text, and simple navigation. Teachers and school leaders are learning new ways to make classes more inclusive, like adding captions and sign language to online classes. They can also use augmented reality (AR), which adds digital pictures or videos to real life to make learning more visual and fun. By using these tools, schools can help D/HH learners feel included and able to learn well alongside their classmates.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Rutledge, Felicia Ph.D.
(2025)
"Enhancing Digital Accessibility for Deaf or Hard of Hearing Learners- Innovative Strategies for Inclusive Education,"
Developmental Disabilities Network Journal: Vol. 5:
Iss.
1, Article 8.
DOI: 10.59620/2694-1104.1122
Available at:
https://digitalcommons.usu.edu/ddnj/vol5/iss1/8
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