Supports for Improved Accessibility

Young black boy smiling with pencil in hand looking at a laptop with his father sitting next to him smiling

Equitable access to language is mandated by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act to ensure students with disabilities have an opportunity to receive equal benefit from instruction - whether that is face-to-face, online, or a combination of both.
There are many supports that make distance learning more accessible for all students, including those who are D/HH. For many students, virtual learning will not be a platform with which they are familiar.

The following are ways to design instruction to maximize the potential for learning:

Predictable patterns of delivery, review, and submission - Standardizing the manner with which you deliver instruction and assign or collect assignments will make it easier for students to get into a routine of learning. Holding online learning sessions at the same time each week helps students to build a schedule and could also aid in allowing parents to provide adequate support while they also adjust to a virtual experience. For older students, sending the week’s content and assignments at the same time each week and requiring assignments to be submitted at the same time each week will help students to comply with requirements and aid in planning for their instruction.

Scheduled time with each child/family - Setting aside time each week for students to receive support for questions eliminates the barrier presented by a student’s avoidance of asking questions. Some students won’t know how to contact staff via email or other virtual measures. This also gives parents an opportunity to engage in communication. This is true even for teachers for students who are DHH delivering instruction in the Expanded Skills Standards. 

Flexibility - It is important to keep in mind that virtual service delivery may be unfamiliar to staff, teachers, and parents, and as such the expectations for assignment completion may be difficult for all involved. Flexibility, understanding, and the ability to be creative in options and supports will go a long way in maintaining a quality program for students who are DHH.

Online learning sites - Many online learning sites are available at no charge to districts and students, and some of the subscription-only programs offer limited-time access for free. Teachers can utilize these websites for developing lessons for students to learn standards-based content. Some examples of places from which to find lessons include:

Academic Content

Expanded Skills Content

RMTC-DHH has compiled a list of resources that support students who are DHH with virtual learning. Additionally, the Facebook group “Amazing Educational Resources” compiled a list of education companies offering free subscriptions due to school closures. This list is being continuously updated as more and more companies are offering support. Please check each resource to ensure it is appropriate and that it meets the accessibility needs of your students.