Learners Who Are d/Deaf and Hard of Hearing With a Learning Disability

Joanna E. Cannon, Caroline Guardino, Amanda Clements, Stephanie W. Cawthon

Producción científica: Chapterrevisión exhaustiva

Resumen

This chapter discusses the terminology surrounding learning disability (LD) and is a synthesis of the existing research and literature regarding students who are d/Deaf or hard of hearing (d/Dhh) with an LD. It addresses the ongoing challenges of identification as well as recommends strategies and resources beneficial to caregivers and educators. When evaluating d/Dhh students, professionals often debate the characteristics of an LD that are relevant and applicable, primarily because of conflicting definitions. A review of the literature regarding learners who are d/Dhh-LD reveals inconsistent results across the past 50 years, with minimal research being conducted within the past decade. Determining strategies and practices to address these skill areas with learners who are d/Dhh-LD is a crucial next step, considering the minimal research that has been conducted. The predicament involving definitions and various terminologies associated with LD and those learners who are d/Dhh-LD is critical to understand because it provides a historical context for the current state of the field.
Idioma originalEnglish
Título de la publicación alojadaDeaf and Hard of Hearing Learners with Disabilities
Subtítulo de la publicación alojadaFoundations, Strategies, and Resources
EditoresCaroline Guardino, Joanna E. Cannon, Peter V. Paul
EditorialTaylor & Francis
Capítulo7
Páginas193-229
Número de páginas37
ISBN (versión digital)9781000529678
ISBN (versión impresa)9781032171623
DOI
EstadoPublished - 2022

ASJC Scopus Subject Areas

  • General Social Sciences

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