You are here:

Using Technology to Provide Differentiated Instruction for Deaf Learners


Journal of Instructional Pedagogies Volume 16, ISSN 1941-3394


Knowledge is power. Technological devices provide the new pathway to online learning and student retention. This is especially true for deaf learners, who have difficulty learning with the traditional pedagogies used in teaching. Results of studies have indicated that students using the suggested new technologies become more interested and actively engaged in their classes, and have a higher level of retention than students in traditional online and onsite classes. Diverse modalities used in acquiring information have the potential to expand visual creativity and visual intelligence (Smith, 2006). It is important to empower students to become active, involved learners, and provide them with the tools and incentives to achieve academic success.


Shepherd, C.M. & Alpert, M. (2015). Using Technology to Provide Differentiated Instruction for Deaf Learners. Journal of Instructional Pedagogies, 16,. Retrieved September 20, 2020 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.