Date of Award

Summer 8-2025

Document Type

Master's Project

Degree Name

Master of Science in Education (MSEd)

Department

STEM Education & Professional Studies

Program/Concentration

Instructional Design and Technology - Secondary Education

Committee Director

Virginia Jones

Abstract

This mixed-methods study investigated how experienced K–12 deaf educators implement empathetic, differentiated instruction (EDI) to support the academic and linguistic needs of deaf students who use American Sign Language (ASL) as their language of learning. Guided by Tracey and Baaki’s instructional design empathy model and grounded in constructivism, the study explored how teachers navigated the tension between standardized, English (sound-based) curriculum demands and the need to make instructional decisions aligned with signed language modalities and responsive to students’ real-time learning needs.

A custom electronic survey was distributed to a national sample of experienced educators, with 19 respondents completing Likert-scale items, multiple-choice questions, and an open-ended reflection prompt. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic coding.

Findings revealed that educators consistently employed empathy-informed instructional strategies, including ASL-based pedagogy, curriculum adaptations, and dual language access strategies. However, systemic constraints such as rigid, standards-driven pacing guides, interpreter-reliant learning experiences, and sound-based instructional materials often hindered successful implementation. Despite these barriers, educators demonstrated innovation, cultural responsiveness, and a strong commitment to student-centered design. The findings underscore the need for ASL-aligned instructional frameworks, increased systemic support, and professional development focused on managing modality constraints, enhancing reflective practice, and promoting instructional equity. The findings underscore the need for ASL-aligned instructional frameworks, greater systemic support, and professional development focused on modality constraints, reflective practice, and curriculum flexibility.

Download

Share

COinS