The paper considers an instructional strategy that proved its efficiency in teaching the deaf and hard-hearing (D/HH) students under inclusive programs at the Technical University. The strategy aims at increasing accessibility of the engineering programs content for such students and, accordingly, ensuring their equitable quality education. The study methodology is based on a strategy that includes five stages: orientation, presentation, practice, review, and assessment. The strategy is implemented in the digitally transformed environment and forms a basic for intelligent application of the Technology-Based Instruction (TBI). Each stage of the strategy includes its proprietary set of effective methods and technologies in accordance with the Universal Design for Learning (UDL) guidelines to ensure the multimodality. These stages implementation is examined using the example of teaching Chemistry (STEM disciplines component) and Socio-Cultural disciplines (Sociology and Culturology). It is shown that the strategy implementation framework in the form of its stages sequence is universal and applicable to any discipline.

The article discusses key decisions to ensure the availability of the content of STEM disciplines (on the example of chemistry) and sociocultural disciplines for students with hearing impairments in inclusive programs of engineering education at a technical university of a general type. The “Bauman model” of the implementing inclusive programs corresponds to the social model of understanding disability in vocational education and includes a combination of the principles of Universal Design for Learning (UDL), assistive and cognitive learning technologies with taking into account individual cognitive features and limitations of students. Accessibility is considered in terms of minimizing physical, organizational and cognitive barriers to learning. The implementing UDL principles is shown on the example of teaching the discipline “Chemistry” as a component of STEM-disciplines and socio-humanitarian disciplines as well. The UDL principles are being implemented in a digitally transformable educational environment equipped with assistive technical and surdotechnical means and technologies, which as a result becomes multimodal, capable to meet the individual cognitive needs not only of hearing impaired students, but also ordinary ones. The universality of their applying for all university disciplines is shown.

This article discusses key decisions of academic support of hearing impaired students within inclusive programs of engineering education at Technical University of a general type. The key challenge of such students is the limited content accessibility of STEM disciplines. The set of effective accommodations provided for these students is divided into two constituents. The first one includes services and technologies on digital transformation of classrooms to support for both hearing impaired students and their teachers both in face-to-face and in distance learning. In specially organized digital classrooms cognitive technologies of education that ensure mastering educational information, producing knowledge and forming competencies according to requirements of both Federal State Education Standard and Self-Established Education Standard of the University are being used. The most effective ones are cognitive technological supportive disciplines (CTSDs), visualizing educational information and tutoring. These technologies include elements of digital transformation of education materials and teaching ways. When used in digital classrooms, they form an accessible environment, without which it is impossible or difficult to master inclusive programs for this contingent.

This article discusses the experience of remote teaching chemistry of hearing impaired students at Bauman Moscow State Technical University during pandemic. The key challenge of such a students is the limited content accessibility of educational resources in STEM disciplines, including “Chemistry”. In ordinary learning conditions, this problem is being solved by creating an accessible environment and implementing an additional cognitive-technology course in chemistry. In situation of pandemic, teachers have to transfer classroom “Chemistry” course to a distance format with creating conditions for effective remote students' learning. This problem is being solved considering their individual cognitive peculiarities of information perception. All remote chemistry classes (lectures, laboratory works and seminars) are being taught through webinars. Principles of designing accessible webinars include creating multimodal student-friendly environment; accessibility of displayed education materials; thoughtful sequence of switching information sources; effective visual interaction with students during classes; establishing stable feedback between students and the teacher. Practical tasks are being solved applying technology of algorithm development based on interdisciplinary approach. In webinars, various cognitive problems of these students are being identified and solved successfully. The teacher plays a multi-functional role, being a teacher, a moderator, a tutor, and mainly a “team captain”.

This work is devoted to developing new technologies in the engineering education of persons with hearing impairments of varying severity – deaf and hard of hearing (hereinafter – d/hh). Solving the problem of content accessibility of STEM disciplines, including “Chemistry”, for those d/hh students who are subjects of Bauman Moscow State Technical University (BMSTU) inclusive major professional academic programs is being carried out taking into account their individual cognitive features identified during their comprehensive expert diagnostic testing at the stage of admission to the university. Based on test results, rehabilitation potential of an entrant and a student with hearing disability is being determined and an individual package of support services and technologies is being formed. The technology of project and research activities with the focus on creating a collection of content accessible multimedia educational materials on “Chemistry” discipline has been recognized as especially important for developing cognitive abilities in hearing impaired students while mastering chemistry. Such materials facilitate students' perception and understanding meaning of discipline content and thus are being an element of barrier-free didactics. A methodological approach to designing special conditions for mastering STEM disciplines by d/hh students, taking into account their cognitive characteristics is offered. Actual types and stages of project and research activities, as well as strategies of their successful implementing by such a students, are considered. Special role of project and research activity in creating actively developing information and educational environment at a general type university is shown. Project and research activity is recognized as an innovative vocational and rehabilitation service that increase the rehabilitation potential of students with hearing disability at technical university.

Solving the problem of limited content accessibility of natural science disciplines for deaf and hard-of- hearing students studying at a technical university in inclusive engineering training programs is considered on the example of the discipline “Chemistry”. It consists of introducing into their educational process, in addition to the basic course of chemistry, a special supplementary course of chemistry. This course implements individualized training in chemistry using cognitive methods and technologies that increase the availability of educational material in chemistry and helps to level the performance indicators of students with hearing impairments in chemistry with indicators of normative students.