Theory, Research, and Practice for Students Who Are Deaf and Hard of Hearing With Disabilities: Addressing the Challenges from Birth to Postsecondary Education.

Caroline Guardino, Joanna E. Cannon

Research output: Contribution to journalArticlepeer-review

Abstract

STUDENTS WHO ARE DEAF with a disability or disabilities (DWD) constitute nearly half of the population of K–12 learners who are deaf or hard of hearing. However, there is a dearth of information on theory, research, and practice related to these learners. The authors present an overview of (a) how the field of education of students who are D/deaf and hard of hearing might refer to this unique population in a way that represents the learner, not the disability; (b) the demographic data that further define these learners; (c) a theoretical framework within which to guide research and practice; (d) prevalence and frequency of the existing research; and (e) the practices and resources available to guide practitioners and the parents of students who are DWD. Questions are posed to the field on how to continue to improve the theory, research, and pedagogy used with these students.
Original languageAmerican English
Pages (from-to)347-355
Number of pages9
JournalAmerican Annals of the Deaf
Volume160
Issue number4
DOIs
StatePublished - 2015

Keywords

  • deaf, diverse, disability
  • English Language Learner
  • hard of hearing
  • demographics
  • deaf with disabilities
  • deafplus
  • deaf with additional disabilities
  • deaf with multiple disabilities
  • multiply disabled deaf

Disciplines

  • Developmental Psychology
  • Science and Mathematics Education
  • Psychology
  • Curriculum and Instruction

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