Mainstreamed Deaf/HH Students' Online Learning in K-12: Challenges, Opportunities, and Solutions

Mainstreamed Deaf/HH Students' Online Learning in K-12: Challenges, Opportunities, and Solutions

Millicent Malinda Musyoka, Zanthia Yvette Smith
Copyright: © 2021 |Pages: 21
DOI: 10.4018/978-1-7998-7653-3.ch005
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Abstract

The population of deaf/hard of hearing students attending mainstream K-12 programs continues to increase in both the US and UK, with almost 85% reported in mainstreams. With COVID-19, schools shut-down, and social distancing efforts, K-12 programs turned to online teaching. Online teaching changes both the role of the teacher and the parents. A case that is unique in the new changing roles of online teaching is that of deaf students. Education of D/HH students involves the use of English and American Sign Language (ASL). Most families with D/HH students do lack ASL competency and cannot communicate with D/HH students. This chapter gives into cognizance language barriers and academic performance when discussing mainstreamed D/HH students' online teaching. The author discusses the challenges and proposes possible solutions to improve online teaching for this population.
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K-12 Online Learning

The 21st century has seen a steady growth in K-12 online learning (Archambault & Kennedy, 2014; Borup et al., 2015; Dessoff, 2009; Farmer & West, 2019; Gemin et al., 2015). There are two terms used interchangeably when referring to online learning: online learning and virtual learning. According to Hasler-Waters, Barbour and Menchaca (2014), K-12 online learning refers to all learning activities occurring online. On the other hand, “virtual learning refers to supplemental programs that are offered online and are taken by students who attend brick-and-mortar schools and who want or need to supplement their course options” (Hasler-Waters, et al., 2014, p.279). The recent and continuing shutdown due to COVID-19 has necessitated online learning because students were locked out traditional brick-and-mortar schools.

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