Curriculum and Instruction for Deaf and Hard of Hearing Students: Evidence from the Past—Considerations for the Future

Abstract

Improving educational outcomes for d/Deaf and hard of hearing (d/Dhh) students has long been a focus of d/Dhh education. This article reviews historical efforts to improve outcomes through specialized curriculum and instruction and explores the instructional needs of current d/Dhh students in light of the field’s evolving landscape. Evidence for historical and current curricula developed specifically for d/Dhh students, particularly in the areas of language and literacy, is systematically reviewed. While many of these curricula were developed for use in specialized classrooms and schools for the deaf, most d/Dhh learners are now educated in mainstream settings using the spoken language(s) of their local communities. The instructional needs of this growing population of d/Dhh students, including the need for systematic, evidence-based instruction in reading, are discussed. Finally, the current and future roles of teachers of the deaf in facilitating effective instruction for d/Dhh learners are explored.