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date: 07 July 2020

Abstract and Keywords

Deaf and hard-of-hearing (DHH) children are more at risk than hearing children for developing cognitive deficits despite universal newborn hearing screening, early intervention, early input of sign language, and pediatric cochlear implantation. DHH children and adolescents may exhibit cognitive differences due to differences in perception and language modality. They may also experience an elevated risk of developing cognitive deficits due to periods of linguistic and cognitive deprivation and periods of chronic stress and fatigue. This chapter describes the possible causes for cognitive deficits of DHH children and the consequences for learning, both direct (because of cognitive overload) and indirect (because of behavior problems). Subsequently, the chapter outlines the various ways in which cognitive deficits may be accommodated through preventive measures, structured instruction, and specific interventions. The chapter concludes that, in all areas, there is first and foremost a need for more well-constructed effect studies. At the same time, application and further evaluation of the few available well-designed interventions are highly recommended.

Keywords: cognitive deficits, accommodations, DHH children, learning, education, cognitive overload

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