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Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

1
Department of Special Education, University of Utah, Salt Lake City, UT 84124, USA
2
Lynch School of Education, Boston College, Chestnut Hill, MA 02467, USA
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Author to whom correspondence should be addressed.
Educ. Sci. 2019, 9(2), 134; https://doi.org/10.3390/educsci9020134
Received: 3 May 2019 / Revised: 5 June 2019 / Accepted: 8 June 2019 / Published: 14 June 2019
Students who are Deaf with Disabilities (DWD) comprise an extremely heterogeneous population. Similar to students who are d/Deaf or hard of hearing (DHH), students who are DWD vary in terms of degree, type, and age at onset of hearing loss, amplification, and preferred communication method. However, students who are DWD are also diverse in terms of type, etiology, and number and severity of disability(ies). Presented in this article is an overview of DWD followed by foci on Deaf with learning disabilities, Deaf with intellectual disabilities, Deaf with autism spectrum disorder, and deafblindness. Particular attention is given to communication, language, and literacy development. View Full-Text
Keywords: deaf with disabilities; deafblind; autism spectrum disorder; learning disabilities; intellectual disabilities deaf with disabilities; deafblind; autism spectrum disorder; learning disabilities; intellectual disabilities
MDPI and ACS Style

Nelson, C.; Bruce, S.M. Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy. Educ. Sci. 2019, 9, 134.

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