Sage Journals: Discover world-class research

Abstract

Very little is known about how unidentified dual sensory loss (DSL) may affect education and academic outcomes for students with extensive support needs (ESN). We used data from a teacher survey on over 100,000 students with ESN who take U.S. statewide alternate assessments to identify the number of students with known and suspected DSL and the differences in characteristics between those groups. Students with ESN and suspected DSL (n = 870) struggled to access the general education curriculum more than their peers with ESN and known DSL (n = 649) and had fewer academic skills than their peers. We conclude with implications for practice and future research.

Keywords

hearing impairments and deafness vision impairments access to general education curriculum severe/profound disabilities defining and diagnosing disabilities

Get full access to this article

View all access options for this article.

References

Borders

C. M.

Meinzen-Derr

Wiley

Bauer

Embury

D. C.

(2015). Students who are deaf with additional disabilities: Does educational label impact language services? Deafness and Education International, 17(4), 204–218. https://doi.org/10.1179/1557069X15Y.0000000006

Burnes

J. J.

Clark

A. K.

(2021). Characteristics of students who take Dynamic Learning Maps® alternate assessments: 2018–2019 (Technical Report No. 20-01). Accessible Teaching, Learning, and Assessment Systems, The University of Kansas. https://dynamiclearningmaps.org/sites/default/files/documents/publication/Characteristics_of_Students_Who_Take_DLM_AAs.pdf

Council for Exceptional Children. (n.d.). Special education preparation standards. https://exceptionalchildren.org/special-education-preparation-standards

Dynamic Learning Maps. (2013). Dynamic Learning Maps participation guidelines. Accessible Teaching, Learning, and Assessment Systems, The University of Kansas. https://dynamiclearningmaps.org/sites/default/files/documents/dlm_participation_guidelines.pdf

Erickson

Quick

(2017). The profiles of students with significant cognitive disabilities and known hearing loss. Journal of Deaf Studies and Deaf Education, 22(1), 35–48. https://doi.org/10.1093/deafed/enw052

Fitzpatrick

E. M.

Lambert

Whittingham

Leblanc

(2014). Examination of characteristics and management of children with hearing loss and autism spectrum disorders. International Journal of Audiology, 53(9), 577–586. https://doi.org/10.3109/14992027.2014.903338

Harvey

Ashworth

Palikara

Van Herwegen

(2020). The underreporting of vision problems in statutory documents of children with Williams syndrome and Down syndrome. Journal of Autism and Developmental Disorders, 50, 4553–4556. https://doi.org/10.1007/s10803-020-04520-5

Herer

G. R.

(2012). Intellectual disabilities and hearing loss. Communication Disorders Quarterly, 33(4), 252–260. https://doi.org/10.1177/1525740112448214

Hirvonen

Ojala

Korhonen

Haataja

Eriksson

Gissler

Luukkaala

Tammela

(2018). Visual and hearing impairments after preterm birth. Pediatrics, 142(2), 1–10. https://doi.org/10.1542/peds.2017-3888

10.

Individuals With Disabilities Education Act, 34 U.S.C. § 300.8 (2006). https://www.govinfo.gov/content/pkg/CFR-2022-title34-vol2/pdf/CFR-2022-title34-vol2-sec300-8.pdf

11.

Joint Committee on Infant Hearing. (2007). Year 2007 position statement: Principles and guidelines for early hearing detection and intervention programs. Pediatrics, 120(4), 898–921. https://doi.org/10.1542/peds.2007-2333

12.

Kiani

Miller

(2010). Sensory impairment and intellectual disability. Advances in Psychiatric Treatment, 16(3), 228–235. https://doi.org/10.1192/apt.bp.108.005736

13.

Kurth

J. A.

Lockman Turner

Gerasimova

Hicks

T. A.

Zagona

Lansey

Mansouri

M. C.

Lyon

K. J.

Jameson

Loyless

Pace

J. R.

(2022). An investigation of IEP quality associated with special education placement for students with complex support needs. Research and Practice for Persons With Severe Disabilities, 47(4), 244–260. https://doi.org/10.1177/15407969221134923

14.

Kurth

J. A.

Ruppar

A. L.

Toews

S. G.

McCabe

K. M.

McQueston

J. A.

Johnston

(2019). Considerations in placement decisions for students with complex support needs: An analysis of LRE statements. Research and Practice for Persons With Severe Disabilities, 44(1), 3–19. https://doi.org/10.1177/1540796918825479

15.

Milian

Conroy

P. W.

Correa-Torres

S. M.

(2017). Diversity and its implications. In Holbrook

M. C.

McCarthy

T. S.

Kamei-Hannan

(Eds.), Foundations of education: History and theory of teaching children and youths with visual impairments (3rd ed., Vol. 1, pp. 250–279). American Foundation for the Blind Press.

16.

Morningstar

M. E.

Kurth

J. A.

Johnson

P. E.

(2017). Examining national trends in educational placements for students with significant disabilities. Remedial and Special Education, 38(1), 3–12. https://doi.org/10.1177/0741932516678327

17.

Nash

Clark

A. K.

Karvonen

(2015). First contact: A census report on the characteristics of students eligible to take alternate assessments (Technical Report No. 16-01). Center for Educational Testing and Evaluation, The University of Kansas. https://dynamiclearningmaps.org/sites/default/files/documents/publication/First_Contact_Census_2016.pdf

18.

National Center on Deafblindness. (2018). 2017 national child count of children and youth who are deaf-blind report. https://www.nationaldb.org/products/national-child-count/report-2017/

19.

Niskar

A. S.

Kieszak

S. M.

Holmes

Esteban

Rubin

Brody

D. J.

(1998). Prevalence of hearing loss among children 6 to 19 years of age: The Third National Health and Nutrition Examination Survey. Journal of the American Medical Association, 279(14), 1071–1075. https://doi.org/10.1001/jama.279.14.1071

20.

Quanbeck

Lazarus

S. S.

Thurlow

M. L.

(2023). 2021-22 participation guidelines and definitions for alternate assessments based on alternate academic achievement standards (NCEO Report 440). National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Report440/default.htm

21.

R Core Team. (2016). R: A language and environment for statistical computing. https://www.R-project.org/

22.

Sekhar

D. L.

Zalewski

T. R.

Paul

I. M.

(2013). Variability of state school-based hearing screening protocols in the United States. Journal of Community Health, 38(3), 569–574. https://doi.org/10.1007/s10900-013-9652-6

23.

Vargha

Delaney

H. D.

(2000). A critique and improvement of the CL common language effect size statistics of McGraw and Wong. Journal of Educational and Behavioral Statistics, 25(2), 101–132. https://doi.org/10.3102/10769986025002101

24.

Wickham

Averick

Bryan

Chang

McGowan

L. D.

François

Grolemund

Hayes

Henry

Hester

Kuhn

Pederson

T. L.

Miller

Bache

S. M.

Müller

Ooms

Robinson

Seidel

D. P.

Spinu

. . .Yutani

(2019). Welcome to the Tidyverse. Journal of Open Source Software, 4(43), Article 1686. https://doi.org/10.21105/joss.01686

25.

Wiley

Moeller

M. P.

(2007). Red flags for disabilities in children who are deaf/hard of hearing. The ASHA Leader, 12(1), 8–29. https://doi.org/10.1044/leader.FTR3.12012007.8

26.

Zagona

A. L.

Kurth

J. A.

Lockman Turner

Pace

Shogren

Lansey

Jameson

Burnette

Mansouri

Hicks

Gerasimova

(2022). Ecobehavioral analysis of the experiences of students with complex support needs in different classroom types. Research and Practice for Persons With Severe Disabilities, 47(4), 209–228. https://doi.org/10.1177/15407969221126496

Identifying Dual Sensory Loss Among Students With Extensive Support Needs

Abstract

Keywords

Get full access to this article

References