FROM ACCESS TO PARTICIPATION: INCLUSIVE ENGLISH LANGUAGE INSTRUCTION FOR DEAF AND HARD-OF-HEARING LEARNERS

Abstract

The present study explored the barriers to the participation of Deaf and hard-of-hearing students in English-language instruction and how Universal Design for Learning and differentiated instruction could help address these challenges. The design used was Quantitative, Cross-sectional and Descriptive-Correlational. A 50 item questionnaire, which was validated, was used for data collection from 369 English teachers in special education institutions and inclusive schools. Descriptive statistics, reliability analysis, confirmatory factor analysis, correlation, regression and structural equation modelling were used. Results showed that instructional barriers were significant, especially with low proficiency in sign language, inflexible curricula, insufficient instructional time, inadequate visual resources, and low level of AT usage. Differentiated instruction was the highest predictor of learner participation, engagement/expression was the next, and instructional barriers were the lowest. The structural model had a good fit and accounted for 61% of the variance in access and participation in classrooms. The study found that accessible representation, responsive differentiation, skilled teachers, flexible assessment and sustained opportunities for engagement with the learner were essential for meaningful participation.