The number of deaf children is not large enough to generate their own math curriculum outside of the influence of general math ed. This is particularly true at the college level.
This means that the deaf need to draw on the math ed techniques of the general population. However, those are not based on a structured math from the Peano Axiom root. Instead they are a hodge podge selected out of behavioral and environmental needs and are path dependent on prior math ed bubbles and fads.