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Unlocking the English Code: Literacy for Learners Who are Deaf/Hard of Hearing or Blind/Visually Impaired

Explore and connect the areas of phonological awareness, phonics, writing, fluency, vocabulary, communication, language, and comprehension specifically for learners who are D/HH or B/VI.

Learning Objectives:

  • Identify the components of evidence-based literacy instruction for students who are D/HH or B/VI
  • Apply the components of effective instructional programs for teaching reading and writing to classroom instruction
  • Describe why assessment and monitoring of reading and writing progress is an essential part of teaching, including short term (formative) and long term progress (maintenance/summative)
  • Identify appropriate adaptations for literacy instruction and assessment for students who are DHH or B/VI


  • Frances Mary D’Andrea, Assistant Professor of Practice, University of Pittsburgh
  • Stacey Tucci, Language and Literacy Director, Georgia Dept of Ed - State Schools Division
Estimated Time to Complete: 3 hours
Locked Pre-Assessment Locked Introduction Locked Part 1 Locked Part 2 Locked Part 3 Locked Post-Assessment Locked Survey