Education of the Deaf and hard of Hearing

Hearing loss causes major challenges in individuals' lives. If educators are able to understand the implications of hearing loss on educational opportunities, we could learn how to appropriately intervene in learning contents. This article presents considerations about the benefits of intervention, technology, and inclusion strategies in the deaf and hard of hearing community. Becoming familiar with these techniques and strategies will enable educators, coaches, and facilitators of opportunities to offer greater opportunities for individuals who are deaf.

The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for this special student population still require extensive scrutiny. Recent shifts in educational policy environment, which require that schools enable all children to achieve proficiency through accountability testing, warrants a close examination of the adequacy and relevance of the current large-scale testing of deaf and hard-of-hearing students. This study has three objectives: (a) it will summarize the historical data over the last three decades to indicate trends in academic achievement for this special population, (b) it will analyze the current federal laws and regulations related to educational testing and special education, thereby identifying gaps between policy and practice in the field, especially identifying the limitations of current testing programs in assessing what deaf and hard-of-hearing students know, and (c) it will offer some insights and suggestions for future testing programs for deaf and hard-of-hearing students.

Purpose: The study aimed to determine the impact of communication disorders on discrimination against people who are deaf in the workplace, as well as to find the differences in study participants' opinions. Method: The study sample consisted of 171 respondents from different industries in Bosnia-Herzegovina-57 workers who were deaf, 57 workers who could hear, and 57 managers. Both quantitative and qualitative approaches were used in the survey. The opinions of the respondents were elicited through a questionnaire which consisted of 15 statements. The interviews of workers and managers focussed on the presence of discrimination against deaf workers in the workplace. Responses of respondents were converted to quantified values using analysis of discrimination group. The significance of statistical differences among the samples tested is defined at 0.01 level of significance using F-Test. Results: Discriminant analysis tested the null hypothesis that respondents' answers do not differ regarding discrimination against deaf workers in the workplace. However, differences were found between the groups that felt deaf workers did not have equal position at work in comparison to their hearing co-workers. Participants mentioned a number of barriers in workplaces. Workers were of the opinion that there was significant discrimination in the workplace (p>0.01) between groups of participants. Conclusion: There are statistically significant differences in the opinions of respondents regarding statements that workers who are deaf cannot hold positions equal to their co-workers who have regular hearing.

In this chapter, I will explore a cartography of intra-actions between deaf people, hearing people, animals, earth and machines presented in The Deaf Forest arts installation in Regina, Saskatchewan, Canada, September 29 - October 30, 2017. This cartography will explore the affects generated through intra-actions within the three contact zones within the installation: The Hearing Forest, The Hard of Hearing Forest, and The Deaf Forest. My discussion will include how affects in The Deaf Forest promote a translanguaging instinct (Li, 2011; 2017) among hearing, hard of hearing and deaf people in the Regina deaf diaspora thereby establishing a translanguaging space in which traditionally defined spaces according to one’s identity to hearing loss is replaced by performative intra-actions within each contact zone, therefore contributing to a single translanguaging space. On the surface The Deaf Forest seems to be an introduction to one’s identities formed in the response to hearing loss: 1) being a hearing person who cannot hear very well 2) using residual or cochlear implants and primarily identifying with the hearing world, thereby adopting a hard of hearing identity and 3) being a member of a deaf community, thereby presenting as deaf. I argue, however, that a posthumanist lens allows me to see The Deaf Forest as a single translanguaging space where the translanguaging instinct bypasses preoccupations with identity and locations strives, instead, to engage in encounters with difference in multiple spaces (Li, 2017; 2011; Masny & Cole, 2012; Pirbhai-Illich, Pete, & Martin, 2017).

For decades, research has focused on American Sign Language/English bilingual education for d/Deaf and hard of hearing students whose families used English or ASL. However, a growing population of d/Dhh children come from households where languages other than English (e.g., Spanish, Chinese, Vietnamese) are used. In a longitudinal case study, the authors document the K−12 educational pathway of a deaf Latina student.  Anecdotal records, semistructured interviews, assessment data, and document reviews of the participant’s school and clinical records are used to develop the case study. The findings provide the basis for recommendations for future research and for critical factors to consider to improve the education of d/Dhh Multilingual Learners (DMLs), including ensuring appropriate educational placements, addressing early communication and language needs, determining effective instructional techniques and assessments, strengthening the L1 to support L2 learning, and providing students with opportunities to learn their heritage language.

Leaders of spiritual communities should support a family welcoming a deaf or hard-of-hearing child in such a way that the entire community offers the child genuine inclusion. The ideal situation for protecting mental, emotional, and spiritual well-being is to raise the child bilingually. The community leader can guide as the community participates in nourishing the child by providing information and suggestions for action. The community needs to understand deafness as primarily a condition of gaining a culture and language rather than sensory loss, so that family and others evolve from grieving the loss of their expectations of what their child's life might be like to looking forward with hope to the unique contributions that child can bring to the world.

Link to item http://hdl.handle.net/10150/282113 INFORMATION TO USERS This manuscript has been reproduced from the microfihn master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter fece, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book.

This nationwide study explored the types and frequency of technology used by
teachers of deaf and hard-of-hearing (d/hh) students to design and deliver instruction, as
well as the types and frequency of technology being used by teachers of d/hh students to
promote communication and collaboration. It also examined the extent of professional
development in the area of technology use with d/hh students, and the related challenges
experienced by these teachers.

This study compares the socio-emotional problems experienced by deaf and hard of hearing (DHH) students with those of hearing students in Ethiopia. The research involved a sample of 103 grade 4 students attending a special school for the deaf, a special class for the deaf and a regular school. Socio-emotional problems were measured using Goodman's self-report measure, the Strengths and Difficulties Questionnaire for children and adolescents. Participants were selected from seven towns in Ethiopia. The results show that, compared to the hearing sample, the DHH students experienced more severe socio-emotional problems across all dimensions, regardless of whether they were in special classes or special schools. The DHH children reported that socio-emotional difficulties interfered with their home lives, friendships, classroom learning, and ability to get along with the people around them. The DHH students scored higher in the externalising behavioural domains than did the hearing students. There was no statistically significant difference between the DHH students in the special school and special class settings. The results show that DHH children expressed great concern about their socio-emotional difficulties. Teachers and other professionals need to raise their awareness about DHH issues in order to help these children overcome their challenges.

Istilah tunarungu diambil dari kata " tuna " dan " rungu ". Tuna artinya kurang dan rungu artinya pendengaran. Orang dikatakan tunarungu apabila ia tidak mampu atau kurang mampu dalam mendengar suara. Donald F Morees (1978: 3) dalam Somad dan Herawati (1996:26) mendefinisikan bahwa tunarungu adalah suatu istilah umum yang menunjukkan kesulitan mendengar dari yang ringan sampai yang berat, digolongkan kedalam tuli dan kurang dengar. Orang tuli adalah kehilangan kemampuan mendengar sehingga menghambat proses informasi bahasa melalui pendengaran, baik memakai alat bantu dengar maupun tidak memakai alat bantu dengar dimana batas pendengaran yang dimilikinya cukup memungkinkan keberhasilan proses informasi bahasa melalui pendengaran. Menurut Andreas Dwidjosumarto (dalam Sutjihati Somantri, 1996: 74) mengemukakan bahwa: seseorang yang tidak atau kurang mampu mendengar suara dikatakan tunarungu. Ketunarunguan dibedakan menjadi dua kategori, yaitu tuli (deaf) atau kurang dengar (hard of hearing). Tuli adalah anak yang indera pendengarannya mengalami kerusakan dalam taraf berat sehingga pendengarannya tidak berfungsi lagi. Sedangkan kurang dengar adalah anak yang indera pendengarannya mengalami kerusakan, tetapi masih dapat berfungsi untuk mendengar, baik dengan maupun tanpa menggunakan alat bantu dengar (hearing aids). Murni Winarsih (2007: 22) mengemukakan bahwa tunarungu adalah suatu istilah umum yang menunjukkan kesulitan mendengar dari yang ringan sampai berat, digolongkan ke dalam tuli dan kurang dengar. Orang tuli adalah yang kehilangan kemampuan mendengar sehingga menghambat proses informasi bahasa melalui pendengaran, baik memakai ataupun tidak memakai alat bantu dengar dimana batas pendengaran yang dimilikinya cukup memungkinkan keberhasilan proses informasi bahasa melalui pendengaran. Tin Suharmini (2009: 35) mengemukakan tunarungu dapat diartikan sebagai keadaan dari seorang individu yang mengalami kerusakan pada indera pendengaran sehingga menyebabkan tidak bisa menangkap berbagai rangsang suara, atau rangsang lain melalui pendengaran. Beberapa pengertian dan definisi tunarungu di atas merupakan definisi yang termasuk kompleks, sehingga dapat disimpulkan bahwa anak tunarungu adalah anak yang memiliki gangguan dalam pendengarannya, baik secara keseluruhan ataupun masih memiliki sisa pendengaran. Meskipun anak tunarungu sudah diberikan alat bantu dengar, tetap saja anak tunarungu masih memerlukan pelayanan pendidikan khusus.

This paper was my honors degree project and it reflects on developing a system for teaching sign language using alternative multimedia technologies that offer the most efficient interactive experience required for one to be
engaged in to appropriately learn sign language.
With evolving technologies and increased access to technology we will be looking to exploit such advances to the benefit of the deaf, hard of hearing and hearing students in third world countries to easily access such a solution that will offer not only the required content but the required amount of features that will more or less replicate learning in a real life class session.
Thus the focus is on a system that will be able to handle such different multimedia content that ranges from video, pictures’, animation etc. that would handle all content regardless of multimedia type.
The M.T.S.M.S.L. must be an expandable system that is able to grow (dynamic) with the needs of the users, to provide new content that will always be updated which not only attracts the user but provides an alternative source of up to date Malawian Sign Language material.

Deaf students have different abilities from students who have the ability to hear a lesson at school. Barriers to hear experienced by students with hearing impairment can affect the language, academic, and social skills of deaf students. Deaf students can still obtain information from other senses that are still functioning, such as the senses of sight, touch, taste and smell or of residual hearing that still exist. In the world of education, one way to overcome this obstacle is by making multimedia based learning materials which consider the principles of learning for learners with hearing impairment; a series of development of the elements of audio, visual, and digital technology to facilitate the learning activities of deaf students so that the passion, quality, and achievement of deaf students can be improved.

Diversity is elusive and omnipresent; at once easy and impossible to define. The design of this curriculum will expose you to a research corpus that explores interdependent relationships between multiple components of diversity in education and examine how ethical decisions are made for and with increasingly complex and environments. The class has two main goals: (1) to understand the complexity of deaf diversity; and (2) to apply research-supported teaching practices that respond to deaf diversity.

Together, we will come to understand how diversity shapes ethical, evidence-based curriculum planning, pedagogical interventions, and assessment practices. The course design provides abundant opportunities for actively discussing, analyzing, and applying contemporary issues in deaf education. Considerable effort has been made to select current research that views deafness, disability, and diversity positively. However, diversity is often a source of disagreement. As such, the specific theme of ethics and conflict overarches the course, extant in various forms across all sites of educational and cultural diversity. The broad themes for this course are: applying theory about diversity in teaching and in the curriculum.

Play-songs offer children at preschool and primary school age (especially those with hearing loss) a great creative potential which can be extremely beneficial to them. In a multi-sensory approach the play-song serves as an initiating as well as an encouraging factor for a diversity of activities involving music, movement, language and a selection of materials, which in turn lead to various experiences in learning.

El propósito del artículo es presentar un recorrido sociohistórico, a lo largo de la primera mitad del siglo XX, desde los antecedentes de la creación de los establecimientos de educación especializada para niñas y niños sordos en Buenos Aires y en Montevideo. Se hace referencia a la intervención inicial de la profesora Mac Cotter de Madrazo y las repercusiones de sus primeras discípulas uruguayas, egresadas del curso normal en el Instituto Nacional de Niñas Sordomudas de Buenos Aires, Argentina.

Executive summary
There are no exact figures on deaf children in Kenya but an estimation is made of 230.000. All these children are entitled to education but approximately 95% of deaf children are not enrolled in school. Several programs aim to raise awareness among parents and help them understand the value of education for their deaf child. This research contributes to the knowledge on why some parents enrol their child in school, what their perspectives on deafness are and what challenges they encounter when searching for a school. The following research question is formed: How do deaf youth and parents of deaf children in Nairobi and Kerugoya perceive and experience deafness, how do their perceptions and experiences influence educational choices and what are their experiences with deaf education?
First, parents need to find confirmation and information  concerning their child's deafness and deaf education. Parents turn to various health services to find information but are not always able to reach these services. Problems are: costs, distance and unawareness that certain services exists. If parents find accurate information on deafness and deaf education, they can choose to enrol their child at a deaf school. Finding deaf education is not easy as parents do not know about the presence of deaf schools, schools are often far away or the costs are too high. The parents participating in this
research all found a way to overcome the challenges and had enrolled their child in a deaf school. Deaf youth experience deaf schools from the inside and encounter many challenges such as: unmotivated teachers, teachers that do not know sign language well enough and they hardly meet any role models to learn from. These challenges influences their performances. Deaf youth then feel that deaf people learn slower or that they can not achieve the same things as hearing people. Deaf
people live in a hearing environment at home and at school and it is not always easy to associate with hearing people that do not use sign language. To strengthen their deaf identity, deaf should meet deaf role models, so they can experience that deaf people can achieve anything they want. Due to the fact that parents can not find information on deafness, when the child is young, as well as the fact that there are not nearly enough deaf schools, parents face problems to enrol their
deaf in school. When finally enrolled new challenges are encountered such as the quality of the schools which influences deaf performances. If better information is provided and the quality of schools is granted by qualified teachers and sign language as language of construction, deaf children
would benefit from that and would be able to perform well and develop a strong deaf identity.

This project aimed to explore the views of 131 parents of deaf children at school about their opportunities and achievements, the exam achievement of a group of 540 deaf children in Scotland and the views of 188 deaf young people who have now left school about their achievements and views on their support at school. Findings show that parents were generally happy with the support their children are receiving at school, but were concerned about low expectations from some teachers. The achievements section explored the lower attainment of deaf pupils, looking at factors such as socio-economic status, degree of deafness and additional disability. The views of deaf young people were resilient, but this group had experienced significant unemployment despite good educational qualifications.

Education is essential for development of human ability and potential. Equally important is the system of education especially for the persons with disabilities. Historically, children with disabilities were denied mainstream educational opportunities. With the rise in human rights issues and the new social movements, the modern welfare state recognized the right to education of the persons with disabilities as well. But the question about the method for imparting education still remains unanswered as the most popularly accepted inclusive system of education is still an evolving concept among the disability scholars and policy makers. This article is an attempt to understand the educational needs of the persons with disabilities in general and the persons with hearing impairment in particular. In doing so it tries to define the ‘most suitable system of education’ for the persons with hearing impairment, a model that is based on  supported decision making rather than the substitute decision making. It seeks to outline the essential parameters for the same so that the present gaps can be bridged.

Keywords- Education, Inclusive Education, Persons with Disabilities, Persons with Hearing Impairment.

For many years, researchers have sought to understand the reading development of deaf and hard of hearing (DHH) students. Guided by prior research on DHH and hearing students, in this study we investigate the hypothesis that for secondary school DHH students enrolled in American Sign Language (ASL)/English bilingual schools for the deaf, academic English proficiency would be a significant predictor of reading comprehension alongside ASL proficiency. Using linear regression, we found statistically significant interaction effects between academic English knowledge and word reading fluency in predicting the reading comprehension scores of the participants. However, ASL remained the strongest and most consistent predictor of reading comprehension within the sample. Findings support a model in which socio-demographic factors, ASL proficiency, and word reading fluency are primary predictors of reading comprehension for secondary DHH students.

The Republic of Ghana is a West African nation located along the Gulf of Guinea, colonized by Britain and became the first state in Sub-Saharan Africa to gain political independence from colonial rule in 1957. As of 2016, the population of Ghana was 28.21 million. Ghana is almost the size of the United Kingdom. Through the provision of audiological services in Ghana can be traced back to the early 1970s, the focus was educational. Despite the adverse effect of childhood hearing loss on linguistic competence, literacy development, self-esteem, and social skills, no nationwide newborn hearing screening is in place.

I present an autoethnographic account of my struggle to become a culturally responsive deaf educator in teaching significantly language deprived adolescent deaf students in the context of a deaf community diminished by language planning policies designed to suppress the use of ASL in the classroom and the value of deaf culture (Snoddon, 2009).

Deaf learners acquire new knowledge through the use of Sign Language but are currently struggling to achieve recognised Higher Education qualifications through the UK’s educational system, which demands that the English language comes first in terms of policy, procedure and practice. Deaf communities attempting to promote Sign Language rights within the UK are currently struggling in these attempts, with the lack of a substantial British Sign Language Act in place (as has been implemented in Scotland in 2016) in both England and Wales. These rights are based on the UN Convention on the Rights of Persons with Disabilities, and state that deaf people have the right to be educated through choosing the option of British Sign Language.

The recent Literature Review undertaken for this research discovered that there are very few studies that investigate the barriers deaf learners face in the UK, as such it is extremely difficult to evaluate whether or not deaf learners can cope within the existing system, and whether this system is compatible with an educational model focusing exclusively on communication via Sign Language. Additionally, the Review determined that there are no current studies evaluating whether deaf learners in the UK have experienced Audism, or whether these potential negative perceptions and attitudes towards the deaf actually affect their studies, causing them to be able to break through the “glass ceiling” to become their best selves (i.e. to become empowered in their Deaf identity, the culture of their community, and in their first language). To this end, this dissertation aims to uncover new data related to the experiences of deaf learners at mainstream universities, to question whether they ever considered attending an institution such as Gallaudet University, and whether, if it were possible, they would welcome the establishment of a Deaf University in the UK.

The dissertation also plans to question deaf people’s views on whether there is strong deaf leadership in the UK, and whether this leadership might have the resources (financial and material) and capacity to establish such an institution as Gallaudet.

Towards the end of the dissertation, the results of the newly collated data will be discussed in an attempt to find new strategies and to offer some recommendations as to how to combat Audism within mainstream universities.

Recommendations will also be made in relation to establishing a deaf-led leadership that might concentrate on dealing with Audism, as well as educating deaf learners in Deaf Empowerment so that deaf learners are able to make the healthiest choice when applying to university, be that at a mainstream hearing or at a deaf-led institution.

Language policy and planning center on how multilingualism is managed in society. Language-in-education planning is a specific type of language policy and planning that focuses on how decisions are made with respect to which language(s) and modalities are used for teaching and learning within education. Special attention is paid to understanding how decisions are made about the language abilities students need (in various languages) in order to participate in society and, in turn, how they can achieve those abilities. All planning in deaf education is, in essence, related to language planning since issues of modality in instruction are of central concern. In this way, principles of language planning and policy can inform the work of all professionals involved in various aspects of deaf education.

Essentials of Exceptionality and Special Education presents a uniquely practical approach to Education as a subject. It provides a well-researched, well-developed in-depth study material on Education. This is a syllabus-based book for B.Ed. course, especially designed for the students of M.D. University, Kurukshetra University, Ravenshaw University, Utkal University, Rohtak University, Lovely Professional University, Himachal Pradesh University, Punjab University, Fakir Mohan University, Sambalpur University, Central University,Koraput, Central University,Hayana, Central University,Punjab, and J.N. University. The book would be equally useful for MA (Education), B.Ed., B.Ed Special Education M.Ed,M.Ed Special Education and JBT students of other Colleges of Teacher Education, Center of Advanced Studies in Education, District Institutes of Education and Training, Indian and foreign universities through out the world.

The book aims at inculcating in the students the knowledge, skill and attitude which may help them in efficient handling of the exceptional children in regular classrooms when they step in the noble profession of teaching.

The book contains clarity and coherence of thoughts, simplicity in presentation of facts and lucidity of language, which combine to make the text all the more appropriate for readers at all levels, graduate and undergraduate, from introductory to advanced. Anyone interested in Education, Human Exceptionality, education of children with special needs  will find this book highly useful.

Working memory is a limited capacity system in which information is temporarily stored and processed. Its optimal functioning is essential for educational attainment from the earliest grade. The working memory system enables the storage and mental manipulation of information during classroom learning activities that are crucial for the acquisition of complex skills and knowledge. Given the South African Department of Education's commitment to inclusive education, it was deemed important to consider the visual working memory functioning of deaf learners and how this may differ, if at all, from that of hearing children. In this study, the visuospatial components of working memory were assessed in 24 deaf children and 15 matched, hearing children, to determine what, if any, differences existed between these groups. The results indicated that the hearing children scored significantly higher than the deaf children on virtually all components of visuospatial short-term and working memory. The implication of this finding is that teachers need to assist the academic progress of deaf learners in the inclusive classroom by reducing the demands on working memory. The article provides suggestions for how this can be accomplished.

Black Deaf children’s language has been, and continues to be, a source of oppression and struggle. This paper considers how discourse around language contributes to naturalising white supremacy; that is, the concept that white language, culture, and “ways of knowing” are superior (Mills, 1997). A significant but understudied area is Black American Sign Language (BASL), a variation of American Sign Language (ASL), the language of the North American Deaf community. BASL lies at the intersection between white supremacy and audism, “the hearing way of dominating, restructuring, and exercising authority over the deaf community” (Lane, 1992). Just as “African American studies critiques white supremacy, Deaf Studies critiques … audism.” (Bauman, 2008). I critically consider the ways in which white supremacy and audism both have their bases in assumptions of the moral, intellectual and aesthetic superiority of dominant white and hearing (non-deaf) cultures. The history of education policy and discourse around language in the education of Black and Deaf children has revolved around concerns that students are taught to communicate “properly” and “normally”, as exemplified in the Oakland Ebonics debate. Less well known is the history in segregated Deaf schools of paternalism and oralism (using only lip-reading and forbidding sign language). I argue that concern about students communicating “properly” is more than misguided benevolence, but rather a way to suppress Black and/or Deaf “ways of knowing” (such as in the concept of “Deafhood”) in order to reinforce the supremacy of white and hearing thought, culture and language. I show how both Black and Deaf bodies and language have been dehumanised, pathologised and problematised in similar but historically distinct and unique ways in educational systems (Sanchez, 2015; Jackson, 2006).

يناضل العاملون في ميدان تعليم الصم للتغلب على التحديات التي تواجههم في تعليم مهارات القراءة للتلاميذ الصم؛ نظرًا لما يسببه فقدانهم السمع من تأثير سلبي على نموهم اللغوي، فجاءت هذه الدراسة للتعرف على فعالية استخدام استراتيجية الرموز الثابتة والمتحركة في القصص الرقمية ثنائية اللغة على تحسين الفهم القرائي الحرفي المباشر على الطالبات الصم، استخدمت الباحثة أحد أشكال تصميم الحالة الواحدة (SCD) وهو تصميم التقصي المتعدد مع ثلاث طالبات، تم جمع البيانات حول سلوك الإجابة عن أسئلة اختبار الفهم القرائي باستخدام أداتي (الاختبار والاستبانة)، عبر ثلاث مراحل وهي: مرحلة الخط القاعدي، التدخل، التعميم. وشملت عينة الدراسة ثلاث طالبات تتراوح أعمارهن ما بين (12-10)سنة، ويبلغ متوسط درجة ذكائهن ما بين (95-90)، وجميعهن من أباء سامعين، وجميعهن يستخدمن السماعات الطبية، ويستخدمن لغة الإشارة كطريقة أساسية للتواصل، ويتلقين الخدمات التربوية في نفس المعهد -معهد الأمل للبنات الصم- بمدينة الدمام، وأشارت النتائج إلى تحسن في مهارات الفهم القرائي لدى أفراد العينة. كما أشارت نتائج الصدق الاجتماعي إلى تقبل عال للتدخل المقدم، وخلصت الدراسة إلى أن استخدام الرموز الثابتة والمتحركة في القصص الرقمية ثنائية اللغة ذات فعالية في زيادة الفهم القرائي للتلاميذ الصم. It’s obvious that workers in the field of deaf learning are struggling to overcome challenges facing them in teaching reading skills to deaf students, because of the negative impact of hearing loss has on their language development. This study aimed to recognize the effectiveness of using the strategy of static and dynamic symbols in bilingual digital stories on improving the direct literal reading comprehension of deaf students. The researcher used one type of single case design tool (SCD) which is the multiple probe design across participants on three students. Data on behavior of answers to the Reading Comprehension Test questions were collected using two tools (test and questionnaire), through three phases: baseline, intervention, and generalization. The study sample involved three students with ages between (12-10) years, their intelligence degree average ranges between (90-95), all of them are born to hearing parents, and all of them use hearing aids and use sign language as a primary method of communication, and receive their educational services from the same institute -Al-Amal institute for Deaf Girls- in Dammam. The results of the study reveal an improvement in the reading comprehension skills of the sample members, the results of social validity also indicated a high acceptance of the intervention presented. The study concluded that the use of static and dynamic symbols in digital bilingual stories is effective in increasing the reading comprehension of deaf students. Keywords: Static symbols, dynamic symbols, Interactive reading stories, reading comprehension, Deaf