Instructional Strategies for Hearing-Impaired Students Who are Subjects of Inclusive Programs of Engineering Education

The paper considers an instructional strategy that proved its efficiency in teaching the deaf and hard-hearing (D/HH) students under inclusive programs at the Technical University. The strategy aims at increasing accessibility of the engineering programs content for such students and, accordingly, ensuring their equitable quality education. The study methodology is based on a strategy that includes five stages: orientation, presentation, practice, review, and assessment. The strategy is implemented in the digitally transformed environment and forms a basic for intelligent application of the Technology-Based Instruction (TBI). Each stage of the strategy includes its proprietary set of effective methods and technologies in accordance with the Universal Design for Learning (UDL) guidelines to ensure the multimodality. These stages implementation is examined using the example of teaching Chemistry (STEM disciplines component) and Socio-Cultural disciplines (Sociology and Culturology). It is shown that the strategy implementation framework in the form of its stages sequence is universal and applicable to any discipline.