The individuality of the needs of deaf learners means that no two deaf students will be the same. A number of factors contribute to the considerations you may need to address for your deaf student in a self-paced or online course. However, it is important that you are clear that the following may not necessarily be applicable to your deaf student and the best way to assess this is by talking directly to your student.
For the small number of deaf people with severe to profound, pre-lingual deafness, English literacy can present a barrier [see more]. It is well-documented that those with significant, pre-lingual deafness can struggle to attain literacy in the spoken language of the country into which they are born. In brief, this is because they are endeavouring to learn how to read and write a language that they cannot hear.
If your deaf student does have English literacy difficulties, you may need to make some accommodation to support their learning in either a self-paced or online environment. You may need to seek specialist advice – either from the Disability Liaison Officer at your institute or from deafConnectEd in order to fully assess how best to support your deaf student’s learning.
It is important to be aware that most deaf students do not have English literacy difficulties, especially if their deafness is either late onset or a moderate to severe deafness [see more]. This is why it is important that you discuss this with either your student or the Disability Liaison Officer at your institute.