ABSTRACT
Deaf and hard of hearing (d/DHH) students are often labeled with one or more educationally significant disabilities in addition to their hearing loss. According to the Gallaudet Research Institution's most recent Annual Survey of Deaf and Hard of Hearing Children and Youth (2013), almost 40% of d/DHH students nationwide receive special education services for one or more comorbid disabilities. However, relatively few prevalence rate estimates have been published over the last decade. Knowledge regarding the current prevalence of educationally significant disabilities among d/DHH students is therefore limited. The present study surveyed teachers of the deaf and hard of hearing (TODHHs) in a midwestern state regarding the number of d/DHH students on their caseloads with one or more comorbid disabilities. Within the sample population (N = 451), nearly 65% were reported to receive special education services for disabilities other than deafness or hearing impairment.
Subject(s)
Education of Hearing Disabled , Persons With Hearing Impairments , Humans , Prevalence , Female , Male , Persons With Hearing Impairments/psychology , Persons With Hearing Impairments/statistics & numerical data , Adolescent , Child , Deafness/epidemiology , Learning Disabilities/epidemiology , Adult , Students/statistics & numerical data , Young Adult , Intellectual Disability/epidemiology , Education, Special/statistics & numerical data , Midwestern United States/epidemiology , Surveys and Questionnaires , School Teachers/statistics & numerical dataABSTRACT
Findings are presented from communication intervention research in three areas related to deafness with disability (DWD): D/deaf and hard of hearing (DHH) with (a) intellectual disability, (b) autism spectrum disorders, (c) deafblindness. Early identification, prevalence, theoretical perspectives, and evidence-based practices are discussed. Developmental theory, behavioral theory, and social-interactionism theory undergird many assessment and intervention practices in communication. The tri-focus framework and the four aspects of communication are useful frameworks. While communication research is a relative strength in the deafblindness field, a dire need exists for research in the other two DWD areas. Across all DWD areas there is a need for interventions addressing receptive language. Effective communication and language intervention can only occur when children who are DWD are identified early, placed in individually suitable classrooms with appropriately prepared professionals, and provided with services that build on their strengths and meet their needs.
Subject(s)
Communication , Deafness/psychology , Disabled Children/education , Education of Hearing Disabled , Hearing Loss/psychology , Language , Autism Spectrum Disorder/complications , Autism Spectrum Disorder/psychology , Child , Deaf-Blind Disorders/complications , Deaf-Blind Disorders/psychology , Deafness/complications , Hearing Loss/complications , Humans , Intellectual Disability/complications , Intellectual Disability/psychology , ResearchABSTRACT
STUDENT RESEARCHERS USED ACTION research both to study the relationship between university researchers and the ethics committee, and also to explore the ethics committee's approach to protocols involving action research and other qualitative methods. We review the existing literature on relationships between university faculty and their ethics committees and briefly discuss the basic tenets of action research. We then describe our research process and the specific recommendations that resulted from this work. Finally, we consider the ways in which action research can be used to better understand and address institutional problems through effective collaboration and dialogue.
