Am Ann Deaf. 2023;168(3):41-54. doi: 10.1353/aad.2023.a917249.
When the COVID-19 pandemic began in 2020, teachers around the United States shifted to distance learning practically overnight. In both general education and special education, many teachers did not have tools or strategies in place to provide deaf students with accessible lessons and support. Teachers needed to change their materials quickly and clearly in order to meet the needs of all their students in the new distance format. The unique needs of deaf and hard of hearing students meant that unique accommodations and solutions needed to be considered and used for the distance learning formats. In the present article, we provide an overview of the challenges schools faced in the quick move to distance learning, present the principles of Universal Design for Learning (UDL), and give some examples of ways in which UDL can benefit students who are deaf in distance learning.
2020 年 COVID-19 大流行开始时，美国各地的教师几乎一夜之间转向远程学习。在普通教育和特殊教育中，许多教师没有工具或策略来为失聪学生提供可访问的课程和支持。教师需要快速而清晰地改变他们的材料，以满足新的远程格式下所有学生的需求。失聪和重听学生的独特需求意味着需要考虑并使用独特的住宿和解决方案来适应远程学习格式。在本文中，我们概述了学校在快速转向远程学习时面临的挑战，介绍了通用设计学习（UDL）的原则，并给出了 UDL 如何使失聪学生在远程学习中受益的一些示例。
