Supporting Deaf Students with Additional Disabilities (Deaf Plus): Strategies That Make a Difference
In today’s classrooms, educators are increasingly meeting students with complex and diverse needs. One population that deserves more attention and understanding is students who are Deaf with additional disabilities—often referred to as Deaf Plus or Deaf with Disabilities (DWD). These students bring unique strengths, but they also require thoughtful, intentional, and individualized support to thrive academically, socially, and emotionally.
What is Deaf Plus / DWD?
“Deaf Plus” refers to individuals who are deaf or hard of hearing and also have one or more additional disabilities, such as autism, intellectual disabilities, visual impairments, or physical challenges. [mdpi.com]. These additional disabilities interact with hearing loss in complex ways that impact communication, learning, and behavior beyond what would be expected from either condition alone. [mdpi.com]. Research shows that approximately 40–50% of deaf or hard of hearing students have at least one additional disability.
This means that nearly half of the Deaf student population may require more specialized and multidisciplinary support. [en.wikipedia.org], [mdpi.com]
Some of the most commonly seen additional disabilities include:
Autism Spectrum Disorder (ASD)
Intellectual or developmental disabilities
Learning disabilities
Visual impairments
Motor or sensory processing challenges [clarkeschools.org], [successfor...ngloss.com]
Understanding this diversity is critical—there is no “one-size-fits-all” approach for Deaf Plus students.
Building Relationships
This is number one for me. I have found that when a teacher has a strong relationship with their students, those students are far more willing to work, communicate, and engage. When students feel respected, understood, and valued, the classroom becomes a safe place where learning can happen. Research in educational frameworks like PBIS highlights that positive relationships between staff and students are foundational to improving behavior and engagement, especially for students with disabilities. [files.eric.ed.gov] For Deaf Plus students, relationships matter even more. Communication barriers, sensory needs, and past frustrations can make school feel overwhelming. But when a trusted adult is present, everything changes.
Building Communication
From my experience, I have walked into classrooms where students did not have a reliable way to communicate beyond pointing. At one point, I began pointing the opposite direction until students used the language they had or physically showed me what they were trying to communicate. It pushed them to expand beyond that single strategy. For my current students, this was effective—but I recognize that different students require different approaches. I also advocated for an ASL class, because communication is everything. Whether in a Deaf school where ASL can be primary instruction, or in a mainstream classroom where ASL supports communication, I will always prioritize language access. One strategy I’ve implemented is helping students move from single signs to full sentences. For example:
Student signs “bathroom”
I respond with “wait”
Then model: “Janey, can I go to the bathroom?”
Student copies → immediate reinforcement
This builds sentence structure in a natural, meaningful way.
Another strategy that has been powerful is a morning calendar binder that includes:
Days of the week
Weather
Date (numerical)
Month
Year
Students build sentences using Velcro pieces and practice signing each part. Over time, this has significantly improved both their reading and expressive signed language. Language access is directly tied to behavior and learning. When students lack communication tools, frustration increases. Conversely, providing accessible communication systems improves engagement and reduces behavioral challenges. [assets-glo...-files.com]
Behavior is Communication
I have always thought behavior was fun—and I know that might sound strange. What I mean is not that I enjoy challenging behaviors, but that I love figuring out what they are trying to communicate. Think about a baby: before they have language, we learn their cries, gestures, and expressions. Students are no different. I firmly believe that behavior is communication. Many challenging behaviors occur when:
A student cannot express a need
A student lacks communication tools
A student does not feel heard
A student is overwhelmed
Research supports this perspective. In PBIS frameworks, behavior is understood as a response to unmet needs or environmental barriers. Educators are encouraged to identify the function of behavior rather than simply reacting to it. [assets-glo...-files.com]When we shift from “fixing behavior” to “understanding communication,” everything changes.
Sensory Needs and Regulation
For me, this connects directly to behavior. Many Deaf Plus students, especially those with autism, experience sensory processing challenges. They may feel overwhelmed by noise, light, movement, or even touch, and may not understand what is happening in their bodies. All of us have sensory needs, but many students need explicit teaching to:
Recognize dysregulation
Understand triggers
Use tools to regulate
Research shows that sensory processing differences can significantly impact learning, behavior, and participation, and that targeted strategies help students regulate and engage more effectively. [newpatternsaba.com], [autismspeaks.org]. As educators, we also need self-awareness. We need our own toolbox so we can model and teach regulation strategies. When students build that awareness, they gain independence and control.
Celebrating Small Wins
This is one of the most important lessons I have learned. As special education teachers, we must celebrate the small wins:
A successful transition
Independent toileting
Signing a sentence
Self-advocating
Walking away from a trigger
When I first started in my current position, a day without a full meltdown or destroyed classroom was a win. Now, those wins have grown into meaningful academic and life skills. Research on PBIS emphasizes reinforcing positive behaviors and recognizing progress as key to improving outcomes and motivation. [nea.org] Small wins are not small, they are stepping stones to independence.
Going With the Flow
This may be the biggest lesson of all. When I first started teaching, I struggled when things didn’t go according to plan. Now, I see those moments as opportunities. If a lesson doesn’t happen, something else does:
A teachable moment
A life skill
A chance to practice communication
A moment to regulate
Flexibility is essential when working with Deaf Plus students. Research emphasizes that students’ needs are highly individualized and require adaptable, responsive teaching approaches. [assets-glo...-files.com]. Sometimes the best learning happens outside the plan.
Supporting Deaf Plus students requires more than academic instruction, it requires relationships, communication, flexibility, and a deep understanding that behavior tells a story. When we build connections, provide accessible communication, address sensory needs, and celebrate progress, we empower students to succeed in ways that go far beyond the classroom. As educators, our role is not just to teach, but to listen, adapt, and advocate.
