Teacher Communication Strategies for Supporting Participation and Engagement Among Deaf and Hard-Of-Hearing (Dhh) Students: A Systematic Review

This systematic literature review synthesizes empirical evidence from forty studies published between 2007 and 2025 to examine how teacher communication strategies support participation, social interaction, and academic engagement among deaf and hard-of-hearing (DHH) students. Guided by PRISMA 2020 and appraised using the mixed methods appraisal tool (MMAT 2018), the review integrates qualitative, quantitative, and mixed-methods research across diverse educational contexts. Thematic synthesis identified eight interrelated domains: multimodal and technological communication, adaptive pedagogy, environmental and acoustic accessibility, student agency, peer collaboration, teacher competence, cultural–linguistic identity, and interactive literacy engagement. Findings indicate a clear pedagogical shift from predominantly auditory-based instruction toward multimodal, visually accessible, and technology-supported communication practices. Effective teacher communication is characterized by flexibility across visual, auditory, and tactile modes, supported by assistive technologies and relational responsiveness. However, persistent challenges remain, including disparities in teacher preparation, access to assistive technologies, and uneven regional representation in the literature. This review highlights the importance of sustained teacher professional development, inclusive policy frameworks, and cross-cultural collaboration to strengthen communicative equity and support meaningful inclusion for DHH students in classroom settings.