探索聋哑和听力障碍学生的语言和识字指导：教育专业人士的实践、考虑和建议

Students who are deaf or hard of hearing with disabilities (DWD) represent a diverse population whose language and communication development is shaped by access to language, learner characteristics, and educational contexts. Despite the importance of language and communication as foundations for literacy learning, little is known about how educational professionals implement and adapt instructional strategies to support DWD in school settings. This mixed-methods study explored current practices, considerations, and suggestions related to language and literacy instruction for DWD from the persp