Exploring Language and Literacy Instruction for Deaf and Hard of Hearing Students with Disabilities: Practices, Considerations, and Suggestions from Educational Professionals

Students who are deaf or hard of hearing with disabilities (DWD) represent a diverse population whose language and communication development is shaped by access to language, learner characteristics, and educational contexts. Despite the importance of language and communication as foundations for literacy learning, little is known about how educational professionals implement and adapt instructional strategies to support DWD in school settings. This mixed-methods study explored current practices, considerations, and suggestions related to language and literacy instruction for DWD from the perspectives of educational professionals in British Columbia, Canada. Data were collected through an online survey completed by 123 educational professionals and six focus groups involving 15 participants, including teachers of the deaf and hard of hearing, classroom teachers, special education teachers, district specialists, and administrators. Findings indicated that educators employed a range of instructional strategies primarily focused on developing learners’ language and literacy skills, with comparatively less emphasis on strengthening communication partners’ capacity and adapting educational environments. Approximately one-third of respondents perceived that DWD’s needs were adequately met in each of the language and communication, social–behavioral, and literacy domains. Participants identified concerns related to language and communication access, shortages of trained personnel and professional learning opportunities, and insufficient collaboration. The findings highlight the need for strengths-based, student-centered approaches that promote learners’ active participation, build the capacity of communication partners (e.g., teachers, educational assistants, peers, family members), and enhance the accessibility of learning environments, alongside system-level supports that promote equitable and sustainable language and communication access for DWD.