Understanding the Effectiveness of State Teaching Licensing for Deaf Instructors

This capstone research examines the systemic barriers that Deaf and Hard of Hearing (DHH) individuals face when pursuing state teaching licensure in the United States. Despite the growing need for Deaf educators, the current licensure process often marginalizes Deaf candidates by failing to provide adequate accommodations and relying heavily on standardized, English-based exams that disproportionately disadvantage non-hearing individuals. Using a mixed-methods approach that incorporates anonymous surveys of candidates’ experiences and a review of policy documents, this study uncovers key institutional biases and explores alternative pathways to licensure. These alternatives include performance-based assessments and innovative solutions such as video-based evaluations and ASL-translated exam content. The findings aim to inform policy recommendations that reduce structural barriers, enhance accessibility, and increase the representation of Deaf educators in classrooms, ultimately advancing the goals of educational equity and inclusion.