Best Practices for Inclusivity of Deaf/deaf/Hard of Hearing Students in the Synchronous Online Classroom

Elisabeth A. Counselman Carpenter, Ariel Meltzer, Matthea Marquart


This case study discusses the current gap in knowledge of how to best support Deaf/deaf/Hard of Hearing learners in online classrooms in higher education and shares important recommendations for instructors, course designers and program administrators. Written from both the student and instructor perspective, this case study explores current trends in online higher education, data on the experience of Deaf/deaf/Hard of Hearing students and current options for improving inclusivity in the online classroom as well as specific issues related to content delivery are examined. Best practices and implications for practice that address meeting the needs and improving accessibility for Deaf/deaf/Hard-of-Hearing learners are reviewed.

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Copyright (c) 2020 World Journal of Education


World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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