The recent changes in communication practices in today’s increasingly technological, multilingual and multimodal world give us strong indicators that it is necessary to rethink the deaf education. Taking this into consideration, we study the semiotic repertoires employed by deaf students, especially in teaching-learning situations: 1) identifying the different resources that constitute those repertoires and 2) their indexical values; and 3) understanding how deaf students communicate and produce meaning. We intend to discuss what are the implications to the construction of educational strategies for the deaf. We expect to further contribute to the existing deaf education discussions and to collaborate with the overall studies on multilingual and multimodal communication.