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Automatic Text Simplification (ATS) software aims at automatically rewrite complex text to make it simpler to read. Prior research has explored the use of ATS as a reading assistance technology, identifying benefits from providing these technologies to different groups of users, including Deaf and Hard-of-hearing (DHH) adults. However, little work has investigated the interests and requirements of specific groups of potential users of this technology. Considering prior work establishing that computing professionals often need to read about new technologies in order to stay current in their profession, in this study, we investigated the reading experiences and interests of DHH individuals with work experience in the computing industry in ATS-based reading assistance tools, as well as their perspective on the social accessibility of those tools. Through a survey and two sets of interviews, we found that these users read relatively often, especially in support of their work, and were interested in tools to assist them with complicated texts; but misperceptions arising from public use of these tools may conflict with participants’ desired image in a professional context. This empirical contribution motivates further research into ATS-based reading assistance tools for these users, prioritizing which reading activities users are most interested in seeing the application of this technology, and highlighting design considerations for creating ATS tools for DHH adults, including considerations for social accessibility. 

Automatic Text Simplification (ATS) software replaces text with simpler alternatives. While some prior research has explored its use as a reading assistance technology, including some empirical findings suggesting benefits for deploying this technology among particular groups of users, relatively little work has investigated the interest and requirements of specific groups of users of this technology. In this study, we investigated the interests of Deaf and Hard-of-Hearing (DHH) individuals in the computing industry in ATS-based reading assistance tools, motivated by prior work establishing that computing professionals often need to read about new technologies in order to stay current in their profession. Through a survey and follow-up interviews, we investigate these DHH individuals’ reading practices, current techniques for overcoming complicated text, and their interest in reading assistance tools for their work. Our results suggest that these users read relatively often, especially in support of their work, and they were interested in tools to assist them with complicated texts. This empirical contribution provides motivation for further research into ATS-based reading assistance tools for these users, prioritizing which reading activities users are most interested in seeing application of this technology, as well as some insights into design considerations for such tools. 

Researchers have characterized the challenges many deaf and hard of hearing (DHH) students face in postsecondary science, technology, engineering, and mathematics (STEM) programs to three domains: preparation, socialization, and access. Additionally, some research has found that learners who are DHH have poor autonomous learning skills. The Deaf STEM Community Alliance, a project supported by the National Science Foundation (NSF HRD-1127955), created a model virtual (online) academic community called the DHH Virtual Academic Community to directly address preparation, socialization, and access challenges with the logic that online resources provide innovative and flexible means to adapt to complex student needs and schedules. This article describes a mixed-method study regarding one instructor’s effort to supplement developmental math education with online videos for students who are DHH, addressing issues relating to the challenges of preparation and access. Data analysis used both quantitative and qualitative methods to interpret student responses ( n = 89) about viewing behaviors and perceived benefits of the videos. Analysis of viewing behaviors also incorporated aggregated user analytics generated by YouTube. An unexpected finding of the study relates to the opportunity to develop autonomous learning skills by using the videos. While previous research with this student population has frequently found that students are teacher dependent, this study suggested that providing review videos allowed students to practice and master content on their own, strengthening their autonomous study skills.