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Evidence-Based Practices in Deaf Education$
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Harry Knoors and Marc Marschark

Print publication date: 2018

Print ISBN-13: 9780190880545

Published to Oxford Scholarship Online: September 2018

DOI: 10.1093/oso/9780190880545.001.0001

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Online Learning and Deaf Students

Online Learning and Deaf Students

Accessible by Design

Chapter:
(p.569) 25 Online Learning and Deaf Students
Source:
Evidence-Based Practices in Deaf Education
Author(s):

Stephanie W. Cawthon

Jessica I. Mitchell

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190880545.003.0025

Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.

Keywords:   deaf, hard of hearing, online learning, Internet, media, video, hybrid, captions, accommodations, access

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