Empowering Educators: An International Exploration of Differentiated Instruction for d/Deaf and Hard of Hearing Students with Disabilities

• In Event: AERA Research in Progress Roundtable Session Three
  In Invited Roundtable: Research-in-Progress RT012 (Friday)

Abstract

This international qualitative study explores how teachers implement differentiated instructional (DI) strategies to meet the diverse needs of d/Deaf and Hard of Hearing (DHH) students with disabilities (DWD). Grounded in Guardino and Cannon’s (2022) Tenets of Effective Practice and informed by Universal Design for Learning and sociocultural theory, the study includes interviews, video of DI strategies in practice, and focus groups with teachers from around the globe. Preliminary findings reveal that teachers often adapt general DHH strategies and gain confidence and new ideas through video-based and collaborative professional learning opportunities. Results highlight the importance of accessible, visual repositories of DI strategies to empower professionals and enhance instruction for DWD learners worldwide.

Author

• Katherine Wyble, Sunbelt Staffing