This study explores the implementation of HyFlex instructional models to develop inclusive and accessible technical certification courses for Deaf and Hard of Hearing (DHH) students. HyFlex models offer students the flexibility to participate in person, remotely, or asynchronously, addressing their diverse linguistic needs, including ASL or SimCom users and oral communicators. Using the principles of Universal Design for Learning and Action Research methodology, this study refined instruction over three iterative cycles. Initial observations identified barriers related to seating arrangements and technology configurations, followed by adjustments to improve communication and engagement for all students. Key findings highlight the role of adaptive strategies and technology in addressing accessibility challenges. This research emphasizes the importance of inclusive education models to prepare diverse learners for success in obtaining technical certifications.