|
This information is
also available as either a Word doc or Acrobat
PDF file
See also:
References
Related to Learning Disabilities in the Deaf/Hard of Hearing Population
Suggested
Readings Related to Behavioral Disabilities in Students Who are Deaf
State
Resources
Do you have an update/addition
for this page? Please e-mail us at clearinghouse.infotogo
@gallaudet.edu.
Want to be notified
when this page is updated? Click
here to sign up for the Clerc Center E-Newsletter!
|
|
Deaf Children With Multiple Disabilities
The combined effect of hearing loss and an accompanying disability presents
a unique and complex problem to professionals and parents. Multiple
disabilities* create a pattern of problems, different from the problems
usually associated with any disability alone. A review of the literature
yields surprisingly little specific information on educational programs
for such children. The fact that there are many differences among children
with multiple disabilities adds to the difficulties of providing appropriate
programs. However, there ARE things that can be done.
Who Are Deaf Children with Multiple Disabilities?
A broad interpretation of the term "deaf" with multiple disabilities
implies a hearing loss combined with another disability generally needing
services beyond those provided for a child with the single disability
of hearing loss. Additional disabilities may include mental retardation,
learning disabilities, ADD/ADHD, visual impairment, cerebral palsy, orthopedic
involvement, or other physical disabilities. Such a definition, however,
does not describe any general characteristics of deaf children with additional
disabilities.
The differences among deaf children with multiple disabilities are great.
They have different accompanying disabilities; they function at different
level and have different ways of learning. The level of the hearing loss
and of the additional disability influences their level of functioning.
In addition, like that of other deaf and hard of hearing children, the
age of onset of each disability, and the age when help/appropriate education
is received. A further challenge is the age of identification for the
deaf children who with moderate multiple disabilities tends to be later
than for deaf students. They are often educated as students with a hearing
loss for several years before the additional difficulties are recognized.
In cases of severe disability, the opposite is true: additional difficulties
are recognized early.
This creates a very challenging problem in grouping students and planning
and implementing educational programs. Many deaf children with multiple
disabilities have often experienced a great deal of failure both because
of their disabilities and few teachers have been trained to work with
them. Deaf children with multiple disabilities may dislike schooling for
this reason, and this may cause behavior problems.
Deaf children with multiple disabilities may also be distractible, hyperactive,
have short attention spans and/or memory problems, and need ancillary
services such as physical or occupational therapy as well as education.
Because of the lack of trained teachers, many programs have not been able
to meet the needs of such children. This history of failure makes even
more important the need to provide a program, which focuses on the individual
needs of each child, breaks skills down into small steps, and provides
experience with success.
How Many Deaf Children Have Multiple Disabilities?
Counting deaf children with multiple disabilities is difficult. Not all
are in programs for deaf and hard of hearing students. Furthermore, the
additional disability may range from mild to moderate to severe. Estimates
are that from 20% to 40% of all deaf and hard of hearing children have
accompanying disabilities. Statistics collected by the Center for Assessment
and Demographic Studies of the Gallaudet Research Institute support this.
During the 1996-97 school year, the Center's Annual Survey of Deaf and
Hard-of-Hearing Children and Youth reported 50,629 children in special
educational programs across the U.S. This number represents approximately
65% of all deaf and hard of hearing children receiving special education
in the country. Of the 50,629, 16,386 or 34% were reported as having one
or more "educationally significant" disabilities in addition
to deafness.
How Are Deaf Children With Multiple Disabilities Identified And Diagnosed?
Schools have a variety of criteria for identifying deaf children with
multiple disabilities. Much of the diagnosis is not substantially different
from that for deaf or hard of hearing children with any additional disabilities.
Developmental checklists may indicate problems in areas such as motor
skills, self-help, and social skills. Academic or behavioral difficulties
are often a clue. The child's ability to perform adequately in a specific
environment (such as independent living skills, carrying out instructions,
etc.) is also an important clue. Tests using norms are usually not useful
because there are virtually no tests with norms for deaf children with
multiple disabilities.
What About Educational Planning?
All children in special education, including those with multiple disabilities,
follow a written contract called the Individualized Education Plan (IEP)
that is developed by the parents, school personnel, and the child. Deaf
children with multiple disabilities require unique educational plans.
Usually, teachers of deaf and hard of hearing students are responsible
for planning for their students. However, this is not realistic for deaf
children with multiple disabilities, because no teacher (no matter how
skilled or how well trained) can have the expertise to meet all the needs
of all types of deaf children with multiple disabilities. A coordinated
effort is required to establish a team responsible for educational planning
and instruction. This team should consist of parents, teachers, support
personnel, and other professionals in direct contact with the child. A
complete pinpointing of the child's skills and weaknesses (academic, physical,
and social) should be done, along with an analysis of the settings in
which the student is functioning or should be functioning. The goal should
be to develop the student's ability to function as independently as possible
in the place of residence, the community, the classroom, and eventually
on the job.
What Material And Strategies Are Used With Deaf Children With Multiple
Disabilities?
No single specific educational technique is appropriate for all deaf
children with multiple disabilities. Characteristics of successful programs
include the provision of a highly structured program with specific, clearly
stated objectives, focusing on the individual needs of each child, and
instruction that is step-by-step in nature. Different objectives and instructional
procedures are usually needed for each student. Practical experiences
in natural environments are important, as are consistent routines. Persistence
in an unsuccessful teaching strategy should be avoided. Age-appropriate
materials are important, as are motivation of the student and the provision
of successful experiences. The emphasis should be on what the student
can do in given situations, not on his or hers limitations. Over-learning
(going over a skill after it seems to be mastered) is important and much
repetition may be necessary. Planning for the transfer of instruction
to real life situations is also very important. A successful program for
deaf children with multiple disabilities is future-oriented; its goal
is to prepare students to function as independently as possible once they
leave school. A recent trend is to educate deaf students with multiple
disabilities as much as possible with deaf students of the same age who
do not have additional disabilities.
While the student is still in school, continuous monitoring of the program
and of the student's progress is important to assess the effectiveness
of the program for each student.
Suggested Readings
Education of Deaf and Hard of Hearing Students: Deaf Children with multiple
Disabilities
This list is one of a series of short reading lists prepared by the National
Deaf Education Network at Gallaudet University. The intent of this list
is to introduce interested readers to a selection of current and classic
literature on this topic. Needless to say, this is an only a portion of
a comprehensive bibliography on this topic. There are many selections
from this listing, which could be starting points for readers. Your suggestions
for future listings are welcome.
Arbor, A. (Fall, 1993). Effects of multifaceted training procedure on
the social behaviors of hearing-impaired children with severe language
disabilities. Journal of Applied Behavior 3(26) 405.
Arbor, A (Fall 1998). Effects of multifaceted training procedures on
the social behaviors of hearing-impaired children with severe language
disabilities: A replication. Journal of Applied Behavior Analysis,
3(43)405.
Campbell, P.H. (1987). The integrated programming team: An approach for
coordinating professionals of various disciplines in programs for students
with severe and multiple handicaps. Journal of the Association for
the Severely Handicapped (JASH), 12, 107-116.
Cherow, E., & Matkin, N.D. (Eds.). (1985). Hearing-impaired children
and youth with developmental disabilities. Washington, DC: Gallaudet
College Press.
Drinkwater, S. & Demchak, M. (1995). The preschool checklist: Integration
of children with severe disabilities. Teaching Exceptional Children,
28 (1), 4-8.
Elliott, R., Powels, A. & Funderburg, R. (1988). Learning disabled
hearing impaired students. Teacher survey. The Volta Review, 86,
142-151.
Hardaway, B.D. (1989). Silent Avoidance: The relationship between
attitudes and physical impariments among deaf students. [Dissertation
Abstract] Dissertation Abstracts Internationl. Vol 50(6-A).
Harris, G.A. (1982). Broken ears, wounded hearts. Washington,
DC: Gallaudet College Press.
Huebner, K.M. Prickett, J.G. Welch, T.R & Joffee, E. (Eds.). (1995).
Hand in Hand: Essentials of Communication and Orientation and Mobility
for Your Students Who are Deaf-Blind. New York: AFB Press.
Johnson, R.A. ( June, 1990). Creative thinking in mentally retarded deaf
adolescents. Psychological Reports 66, 1203-1206.
Jones, T.W. (1993). Best practices in classroom management for deaf students
with multiple disabilities. In R.H. Elliott & A.R.Powers (eds.), Deaf
and hard-of-hearing students with mild additional disabilities (pp.
1-24). Tuscaloosa: The University of Alabama.
Kates, L., & Schein, J.D. (1980). A complete guide to communication
with deafblind persons. Silver Spring, MD: National Association of
the Deaf.
Kingsley, EP. (Jun 1996) Sesame Street: Modeling a world that respects
every child. Expectional Parents 6(24), 74.
Lang, C. Remington, D. (Feb.1994). Treatment with propranolol of severe
self-injurious behavior in a blind, deaf, retarded adolescent. Journal
of the American Academy of Child and Adolescent Psychiatry 2 (33),
265.
Mark, J. (Sept 1986). Joshua, Cara & Anne: Raising a child who is
different. Parents, 61(9), 90.
Marschark M. & Clark, D. (1998). Psychological Perspectives on
deafness. Erlbaum: Mahwah, NJ.
Marschark M. (1997). Raising and educating a deaf child: A comprehensive
guide to the choices, controversies, and decisions faced by parents and
educators. New York: Oxford University Press.
Mauk, G & Mauk, P. (1998). Considerations, conceptualizations, and
challenges in the study of concomitant learning disabilities among children
and adolescents who are deaf or hard of hearing. Journal of Deaf Studies
and Deaf Education 3, 15-34.
Orelove, F.P (1991). Educating children with multiple disabities: A transdiciplinary
approach. Baltimore, MD: P.H. Brookes Pub Co.
Reiman, J., Bullis, M., Davis C., & Cole, A. (1991).
Lower-achieving deaf people: Overview and case study. Volta Review
22 (3), 99-120.
Silverstein, R. (1986) The legal necessity for residential schools serving
deaf, blind, and multihandicapped sensory-impaired children. American
Annals of the Deaf 131 (2), 99-115.
Sonies, G., & Healy, W. (1974). The deaf mentally retarded.
Washington, DC: American Speech and Hearing Association.
Stryker, D.S (1998). Identification of learning
disabilities in students who are deaf or hard of hearing: a Bayesian approach.
Ann Arbor Mich:
Vernon, M., Boughman, J.A., & Annala, L. (1982). Considerations in
diagnosing Usher's Syndrome: RP and hearing loss. Journal of Vision
Impairment and Blindness, 76, 258-261.
Wojcit, L. (Dec. 1998). My very special sister. Exceptional Parent,
12(28), 76.
Watkins, S., Clark, T., Strong, C. Barringer, D. (Oct. 1994). The effectiveness
of an intervener model of services for young deaf-blind children. American
Annals of the Deaf 4(139), 404.
Yount, G.C. (1991). Women who make a difference: Reaching a dark, silent
world. Family Circle 1(104), 11.
Resources
Two professional groups relevant to the education of deaf students with
multiple disabilities are:
Convention of American Instructors of the Deaf (CAID)
P.O. Box 377
Buford, Texas 76095-0377
(817) 354-8414 V/TTY
Web site: http://www.caid.org/
The Association of Persons with Severe Disabilities (TASH)
29 W. Susquehanna Ave. Suite 210
Balitmore, Maryland
(410) 828-8274
Web site: http://www.tash.org
* Like much in the field of deafness today, terminology
is in a state of change. The population of deaf students with multiple
disabilities has been given different labels. These include multihandicapped
hearing impaired (MHHI), multiple handicapped, additionally disabled deaf,
etc. Many children who are labeled deaf-blind (or blind-deaf or severely
handicapped) may also be included in the general category of deaf children
with multiple disabilities. The terms "multihandicapped" and
"multiply handicapped" appear frequently and interchangeably
in the literature.
[ top ] |
