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Teachers of the Deaf and Hard of Hearing (TODHHs) regarding specially designed
instruction and its use with students who are deaf or hard of hearing (DHH). There is a lack
of evidence-based intervention strategies for education of students who are DHH. Without
the use of SDI, students who are DHH are at risk for social and academic failure. This
problem is further significant due to inconsistent role expectations for TODHHs. An online
survey of more than 70 TODHH's in the United States and Canada was used to explore the
research question, "What are the perceptions of TODHHs regarding specially designed
instruction for students who are DHH?" The survey was based on current literature in the
field of special education; specifically, the high leverage practices (HLPs) identified by the
Council for Exceptional Children. Survey items consisted of both forced choice and open
ended items and asked participants to rate their knowledge and use of SDI with students
who are DHH, including their confidence in implementing it with fidelity. The poster
provides an overview of participants' responses and identified trends in the data and
emerging relationships and discrepancies amongst participants with diverse characteristics
(e.g. years of experience, itinerant or classroom based). Finally, conclusions and
recommendations for applying the results of this study to both preservice and inservice
TODHHs is discussed.
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By: Holly F Pedersen, Ed.D. & Holly Jamieson, M.S. Candidate, Minot State University