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 language | American English |
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Pages (from-to) | 347-355 |
Number of pages | 9 |
Journal | American Annals of the Deaf |
Volume | 160 |
Issue number | 4 |
DOIs | |
State | Published - 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