Theory, research, and practice for students who are deaf and hard of hearing with disabilities: Addressing the challenges from birth to postsecondary education
Document Type
Article
Publication Date
9-1-2015
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.
Publication Title
American Annals of the Deaf
Volume
160
Issue
4
First Page
347
Last Page
355
Digital Object Identifier (DOI)
10.1353/aad.2015.0033
PubMed ID
26497073
ISSN
0002726X
E-ISSN
15430375
Citation Information
Guardino, & Cannon, J. E. (2015). Theory, Research, and Practice for Students Who Are Deaf and Hard of Hearing With Disabilities: Addressing the Challenges From Birth to Postsecondary Education. American Annals of the Deaf (Washington, D.C. 1886), 160(4), 347–355. https://doi.org/10.1353/aad.2015.0033