- Short Contents
- About the Editors
- The Promises (?) of Deaf Education:: From Research to Practice and Back Again
- The History of Language and Communication Issues in Deaf Education
- Legal Advocacy for Deaf and Hard-of-Hearing Children in Education
- Preparing Teachers of Students Who Are Deaf or Hard of Hearing
- Effective Instruction for Deaf and Hard-of-Hearing Students:: Teaching Strategies, School Settings, and Student Characteristics
- Supporting Students in General Education Classrooms
- Current and Future Technologies in the Education of Deaf Students
- Evidence-based Curricula and Practices That Support Development of Reading Skills
- Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students?
- The Demands of Writing and the Deaf Writer
- Mathematics Instruction and Learning of Deaf and Hard-of-Hearing Students:: What Do We Know? Where Do We Go?
- Deaf Children with Severe Multiple Disabilities:: Etiologies, Intervention, and Assessment
- Reflections on Identity
- Deaf Studies in the 21st Century:: “Deaf-gain” and the Future of Human Diversity
- Cochlear Implants:: Family and Young People’s Perspectives
- The Impact of Early Identification of Deafness on Hearing Parents
- How Does Speech Intelligibility Affect Self and Others’ Perceptions of Deaf and Hard-of-Hearing People?
- Emerging Sign Languages
- Early Language Acquisition and Adult Language Ability:: What Sign Language Reveals About the Critical Period for Language
- Communication Choices and Outcomes During the Early Years:: An Assessment and Evidence-based Approach
- Early Communication in Sign and Speech
- Language Acquisition and Critical Periods for Children Using Cochlear Implants
- Newborn Screening and Earlier Intervention with Deaf Children:: Issues for the Developing World
- Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss:: Identifying and Stimulating Auditory-guided Speech Development
- Children and Youth Who Are Hard of Hearing:: Hearing Accessibility, Acoustical Context, and Development
- Performance Outcomes for Adult Cochlear Implant Users
- Play and Theory of Mind:: Indicators and Engines of Early Cognitive Growth
- Learning Disabilities in Deaf and Hard-of-Hearing Children
- Executive Function, Cognitive Control, and Sequence Learning in Deaf Children with Cochlear Implants
- Working Memory, Deafness, and Sign Language
- Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education
- Author Index
- Subject Index
Abstract and Keywords
The population of individuals who are deaf or hard of hearing (DHH) and have additional disabilities is a large and diverse one. The additional disabilities may be relatively mild (e.g., learning disability), but others are more severe. The emphasis of this chapter is on the latter group. Individuals who are deaf or hard-of-hearing may also have intellectual disabilities (ID), autism, or they may be deafblind. Their disabilities can be due to many factors including genetic syndromes; problems that occur before, during, or slightly after birth; or infections such as meningitis or injuries such as traumatic brain injury that are acquired later in life. The purposes of this chapter are to (a) delineate and describe several of the major causative factors, and (b) present important evidence-based practices that have the potential to enhance the communication, education, and quality of life of individuals who are deaf or hard of hearing and have additional severe disabilities.
Jan Van Dijk Radboud University Nijmegen Haaren, The Netherlands
Catherine Nelson Department of Special Education University of Utah Salt Lake City, UT
Albert Postma Helmholtz Institute, Experimental Psychology Utrecht University Utrecht, The Netherlands
Rick Van Dijk University of Applied Sciences Institute for Sign Language and Deaf Studies Hemoltz Institute, Experimental Psychology Utrecht University Utrecht, The Netherlands
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