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

Share

COinS