Specifics of developing and implementing remote classes in chemistry with hearing impaired students at a technical university of a general type

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”.