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This study examines barriers to delivering high school health education in U.S. K-12 Deaf schools. An online survey with English and American Sign Language instructions was emailed to administrators at sixty schools; descriptive statistics summarized curricula and perceived student knowledge. Results identify resource shortages and difficulty hiring qualified teachers as major obstacles.","Barriers to Effective Health Education in Deaf K-12 Schools  \nAuthors:  \nRebecca Royzer Alpern  \nSchool of Medicine and Dentistry  \nUniversity of Rochester  \nRochester, NY 14642  \nEmail: [ralpern@email.gwu.edu](ralpern@email.gwu.edu)  \n[Telephone:](Telephone:) (585) 730-0731  \nAuthor is now at George Washington University in the department of OB/GYN  \nTiffany L. Panko  \nDepartment of Public Health Sciences  \nUniversity of Rochester  \nNTID Research Center on Culture  \nand Language-Deaf Health Lab  \nRochester Institute of Technology  \nRochester, NY 14623  \nEmail: [tlpccl@rit.edu](tlpccl@rit.edu)  \nTelephone: (585) 474-1650  \nMolly McCann-Pineo  \nDepartment of Emergency Medicine  \nUniversity of Rochester  \nRochester, NY 14642  \n[Email: mmccann1@northwell.edu](Email: mmccann1@northwell.edu)  \nAuthor is now at Donald and Barbara Zucker School of Medicine at Hofstra/Northwell  \nCourtney Marie Cora Jones  \nDepartment of Emergency Medicine  \nUniversity of Rochester  \nRochester, NY 14642  \n[Email: Courtney_Jones@URMC.Rochester.edu](Email: Courtney_Jones@URMC.Rochester.edu)  \nTelephone: (585) 354-4772  \nJason Rotoli  \nDepartment of Emergency Medicine  \nUniversity of Rochester  \n601 Elmwood Ave, Box 152  \nRochester, NY 14642.  \nEmail: [Jason_rotoli@urmc.rochester.edu](Jason_rotoli@urmc.rochester.edu)  \nTelephone: (585) 273-4152  \nABSTRACT  \nPurpose. The Deaf community is an ethnolinguistic minority whose lack of access to mainstream health information limits health literacy. This study describes barriers to teaching high school health education in US K-12 Deaf schools. Methods. An online survey with English and American Sign Language (ASL)  \ninstructions were emailed to administrators at sixty schools for the Deaf. Descriptive statistics were conducted to describe study sample, health class curriculum topics and perceived student knowledge of said topics. All statistical analyses were completed using SAS version 9.4 (SAS Institute, Inc., Cary, NC). Results. Twenty-five schools (42%) anonymously responded. Ninety-two percent of schools reported a lack of resources for teaching health education. Only 12% of schools reported having a nationally certified health teacher. Student knowledge was perceived to be poor to satisfactory regarding mental health, selfadvocacy, and family medical history. Conclusions. This study found the most notable barriers to health education were difficulty hiring qualified health teachers and severe lack of resources for teaching. The subjects with the greatest lack of resources were also among topics in which students had the poorest perceived knowledge. Recommendations. Additional opportunities for future research could include a comparison to hearing schools in the US, assessing health care knowledge among deaf students in mainstream schools, or completing a similar survey to compare results to comparable schools for the Deaf outside of the United States. Additionally, future research could assess actual student knowledge of the subjects that were queried and compare to existing health disparities in the community.  \nKeywords: barriers, deaf, education, health, disparity, curriculum  \nINTRODUCTION  \nIn the United States (US) , the culturally Deaf (represented with a capital [D]) community is both a linguistic and cultural minority shown to face challenges in achieving health literacy, defined as the ability of individuals to obtain, process, and understand basic health information (Frank, 2017) . Culturally Deaf community members use American Sign Language (ASL) as their primary method of communication , which has a unique syntax and grammar different from written English ( Hall et al. , 2015) . Nationally, the English literacy level in the Deaf community between 4th-5th grade ( Freelet al. , 2011) . While the Joint Commission on Accreditation of Healthcare Organizations recommends limiting patient education materials to a 5th grade level, materials are often written above the 8th grade level (Cordero, 2011 ; ","cbCain9PS4lf8bjJ","https://ap.wps.com/l/cbCain9PS4lf8bjJ","pdf",329748,18,"English","en",105,"# Abstract\n# Introduction\n# Purpose, Methods, Results, Conclusions, Recommendations\n# Keywords","[{\"question\":\"What problem does the study focus on regarding Deaf health education?\",\"answer\":\"The study focuses on barriers to teaching high school health education in U.S. K-12 Deaf schools, where limited access to mainstream health information reduces health literacy.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Administrators at sixty Deaf schools received an online survey with instructions in English and American Sign Language (ASL). Descriptive statistics summarized curriculum topics and perceived student knowledge.\"},{\"question\":\"What were the main barriers found in the results?\",\"answer\":\"The most notable barriers were difficulty hiring qualified health teachers and a severe lack of teaching resources, with the poorest perceived student knowledge aligning with topics lacking resources.\"}]","Barriers to Effective Health Education in Deaf K-12 Schools | PDF",1792035538,45,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"barriers-to-effective-health-education-in-deaf-k-12-schools","",{"@graph":87,"@context":138},[88,102,121],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":35,"@type":94,"position":99},"https://docshare.wps.com/document/healthcare/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/barriers-to-effective-health-education-in-deaf-k-12-schools/579388/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":115,"encodingFormat":114,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/barriers-to-effective-health-education-in-deaf-k-12-schools/579388.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":8},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What problem does the study focus on regarding Deaf health education?","Question",{"text":128,"@type":129},"The study focuses on barriers to teaching high school health education in U.S. K-12 Deaf schools, where limited access to mainstream health information reduces health literacy.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How was the research conducted?",{"text":133,"@type":129},"Administrators at sixty Deaf schools received an online survey with instructions in English and American Sign Language (ASL). Descriptive statistics summarized curriculum topics and perceived student knowledge.",{"name":135,"@type":126,"acceptedAnswer":136},"What were the main barriers found in the results?",{"text":137,"@type":129},"The most notable barriers were difficulty hiring qualified health teachers and a severe lack of teaching resources, with the poorest perceived student knowledge aligning with topics lacking resources.","https://schema.org",{"og:url":101,"og:type":140,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":142,"canonical":101},"index,follow",{"doc_id":61,"site_id":75},1792079809]