Students Who Are Deaf with Additional Disabilities: Does Educational Label Impact Language Services?

Borders, Christina M.; Meinzen‐Derr, Jareen; Wiley, Susan; Bauer, Anne M.; Editor, Journal

doi:10.1179/1557069x15y.0000000006

Cited by 17 publications

(18 citation statements)

References 16 publications

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“…">Educational ConsiderationsAccording to the Individuals with Disabilities Education Act of 2004 (IDEA, 2004) schools must provide special education and related services that are designed to meet the needs of children with disabilities as adequately as the needs of students without disabilities are met [37]. IDEA further requires that the Individualized Education Program (IEP) address all education needs that result from the child's disability(ies), but while IDEA provides definitions of educational disability labels, it is silent on primary and secondary disability [38]. Therefore, a child can be classified on the IEP as DHH, but if other disabilities are present, IDEA requires that the full range of needs be addressed regardless of assigned label.…”

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confidence: 99%

“…Increasingly, students who are DWD are educated in inclusive settings with typically developing peers and as of 2013, the majority of students who are DWD were included in general education settings (ASD and ID, to a lesser extent) [3,4]. Given the range and intensity of needs, including communication, it is imperative that teachers collaboratively team with professionals across disciplines if individual needs, including communication and literacy needs, resulting from the hearing loss as well as accompanying disabilities are to be met in any of the settings along the placement continuum [6,10,14,38,39].…”

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confidence: 99%

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Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Nelson

Bruce

2019

Education Sciences

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Students who are Deaf with Disabilities (DWD) comprise an extremely heterogeneous population. Similar to students who are d/Deaf or hard of hearing (DHH), students who are DWD vary in terms of degree, type, and age at onset of hearing loss, amplification, and preferred communication method. However, students who are DWD are also diverse in terms of type, etiology, and number and severity of disability(ies). Presented in this article is an overview of DWD followed by foci on Deaf with learning disabilities, Deaf with intellectual disabilities, Deaf with autism spectrum disorder, and deafblindness. Particular attention is given to communication, language, and literacy development.

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confidence: 99%

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confidence: 99%

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Nelson

Bruce

2019

Education Sciences

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“…Education personnel should consider all service providers who are essential to improving student outcomes based upon the learner"s needs which, in the case of a learner who is DB, would include TDB, SDBP staff or other professionals trained in deafblindness; interveners; TODs; TVIs; and orientation and mobility specialists (O&M). Moreover, if a child has a hearing loss, they should have, at minimum, consultation minutes with an educational audiologist (Borders et al, 2015).…”

Section: Implications For Educational Programmingmentioning

confidence: 99%

“…Although research has been conducted that focused on communication techniques and interventions for learners who are DB (Bashinski, 2011;Borders et al, 2015;Bruce, 2005;Hartmann, 2012;MacFarland, 1995;Miller, Swanson, Steele, Thelin, & Thelin, 2011;Pittroff, 2011;Rowland, 2011;Rowland & Schweigert, 2000;Vervloed, van Dijk, Knoors, & van Dijk, 2006)…”

Section: Implications For Educational Programmingmentioning

confidence: 99%

Measuring The Longitudinal Communication Growth Of Learners Who Are Deafblind

Probst¹

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“…When looking at the impact on minority students in academia Lopez 2016eloquently voiced the internal conflict he still faces as a high school dropout turned high-school principal and doctoral candidate, narrowly escaping "the black-hole like force of our nation's schools to prison pipeline-a conduit that unequally challenges the life trajectories of minority males in high poverty contexts" (p.13). Homologous comorbidity concerns exist in the literature for ELL students (Thompson, 2015) and for students with hearing and other physical impairments (Borders, Meinzen-Derr, Wiley, Bauer, & Embury, 2015).…”

Section: Multiplicity Of Roles Complicates Identity; Leading To Frustmentioning

confidence: 99%

The impact of labels on relationships and identity for students and teachers in our schools

Billings¹

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This study sought to explore and better understand the importance and impact of labels in our secondary schools and society for students and educators at a small Northeast high school and how they in turn view themselves and others as a result of their interactions and experiences with labeling. What made this study important and different from previous studies was that no one particular label was investigated and that multiple labels were examined simultaneously. The twelve individuals involved in the study were a mix of staff and students from a variety of backgrounds who had both overlapping and unique experiences with labels and labeling. An interpretive phenomenological analysis (IPA) served as the methodology to better understand the intricacies and entanglements that labels have caused for the participants during their time in high school; both personally and professionally. The firsthand narratives of the participants provided detailed accounts for inductive analysis at the school under investigation. The study revealed that people's experiences with labels, while individual and inimitable, shared some commonalities in terms of impact. The four themes of normalization, liminality of labels, identity confusion and feelings of conflict were present across all of the conducted interviews to varying extents. Specifically, although people were familiar with the use of labels and labeling in schools they were far from comfortable with it. This discomfiture, if not vexation, was further confounded by the fact that the meanings and appropriateness of labels are constantly changing and, as such, ultimately contribute to confusion during the development of identity during adolescence and conflict that shapes their perceptions well into adulthood as well.

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Students Who Are Deaf with Additional Disabilities: Does Educational Label Impact Language Services?

Cited by 17 publications

References 16 publications

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Measuring The Longitudinal Communication Growth Of Learners Who Are Deafblind

The impact of labels on relationships and identity for students and teachers in our schools

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