Literacy in Learners Who Are Deaf or Hard of Hearing With Disabilities

2020 ◽  
pp. 383-400
Author(s):  
Susan M. Bruce ◽  
Christy Borders
Keyword(s):  
Learning Disabilities ◽  
Hard Of Hearing ◽  
New Literacies ◽  
Academic Literacy ◽  
Autism Spectrum ◽  
Interactive Effects ◽  
Literacy Assessment ◽  
Functional Literacy ◽  
Different Types ◽  
Literacy Research

This chapter discusses literacy research and practices for learners who are deaf or hard of hearing with disabilities (DWD). Investigation of available literature is arranged across disability areas, including (a) learning disabilities, (b) intellectual disabilities, (c) autism spectrum disorder, and (d) deafblindness. The relevance of different types of literacy, such as academic literacy, functional literacy, and new literacies, to learners who are DWD is discussed. The state of evidence for educational practices in assessment and intervention in the areas of reading, writing, and spelling for each disability area is presented. Effective literacy assessment and intervention can only occur when the disability is identified early, and individually appropriate instructional approaches and strategies are applied by professionals who understand the interactive effects of deafness and the identified disability and possess the expertise to implement the interventions recommended by research. There is a need for additional research on literacy in learners who are DWD.

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

2019 ◽  
Vol 9 (2) ◽  
pp. 134 ◽  
Author(s):  
Catherine Nelson ◽  
Susan M. Bruce
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Disabilities ◽  
Hard Of Hearing ◽  
Literacy Development ◽  
Age At Onset ◽  
Autism Spectrum ◽  
Heterogeneous Population ◽  
Language And Literacy ◽  
Communication Method ◽  
Severity Of Disability

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.

scholarly journals Feeling, caring, knowing: different types of empathy deficit in boys with psychopathic tendencies and autism spectrum disorder

2010 ◽  
Vol 51 (11) ◽  
pp. 1188-1197 ◽  
Author(s):  
Alice P. Jones ◽  
Francesca G.E. Happé ◽  
Francesca Gilbert ◽  
Stephanie Burnett ◽  
Essi Viding
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Different Types ◽  
Psychopathic Tendencies

scholarly journals Understanding the Urgent Need for Subtitling for the Deaf and Hard of Hearing in the Spanish-Speaking Greater Antilles

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Adrián Fuentes-Luque ◽  
Pabsi Livmar González-Irizarry
Keyword(s):  
Puerto Rico ◽  
Dominican Republic ◽  
Hard Of Hearing ◽  
Greater Antilles ◽  
Social Barriers ◽  
Spanish Speaking ◽  
Current State ◽  
The World ◽  
Different Types ◽  
The Caribbean

Even though Audiovisual Translation (AVT) is growing and flourishing throughout the world, it is practically unheard-of in the Caribbean, where accessibility faces an even bleaker existence. The circumstances of the deaf and hard of hearing (also referred to as D/deaf) are no less alarming: social barriers and exclusion are widespread. This paper emphasizes the need to make subtitles accessible in the Spanish-speaking Caribbean, specifically on the islands of Puerto Rico, Cuba, and the Dominican Republic, and underscores the challenges faced by the D/deaf communities on each island. Our research focuses on issues like AVT laws and regulations, the habits of viewers of audiovisual (AV) products, and literacy and limitations on each island. This paper also examines the different types of D/deaf audiovisual consumers in the Spanish-speaking Caribbean and the difficulties each community faces when accessing media and entertainment. Our research reveals the current state of AVT accessibility in this region and provides a foundation for influencing legislators to begin enforcing AVT regulations and drafting SDH guidelines.

scholarly journals Patterns of Contagious Yawning and Itching Differ Amongst Adults With Autistic Traits vs. Psychopathic Traits

2021 ◽  
Vol 12 ◽  
Author(s):  
Molly S. Helt ◽  
Taylor M. Sorensen ◽  
Rachel J. Scheub ◽  
Mira B. Nakhle ◽  
Anna C. Luddy
Keyword(s):  
Eye Gaze ◽  
Autistic Traits ◽  
Autism Spectrum ◽  
Psychopathic Traits ◽  
Reactivity Index ◽  
Autism Spectrum Quotient ◽  
Contagious Yawning ◽  
Different Types ◽  
The Relationship ◽  
Underlying Processes

Both individuals with diagnosed with Autism Spectrum Disorder (ASD) and individuals high in psychopathic traits show reduced susceptibility to contagious yawning; that is, yawning after seeing or hearing another person yawn. Yet it is unclear whether the same underlying processes (e.g., reduced eye gaze) are responsible for the relationship between reduced contagion and these very different types of clinical traits. College Students (n = 97) watched videos of individuals yawning or scratching (a form of contagion not reliant on eye gaze for transmission) while their eye movements were tracked. They completed the Interpersonal Reactivity Index (IRI), the Autism-Spectrum Quotient (AQ), the Psychopathy Personality Inventory-Revised (PPI-R), and the Adolescent and Adult Sensory Processing Disorder Checklist. Both psychopathic traits and autistic traits showed an inverse relationship to contagious yawning, consistent with previous research. However, the relationship between autistic (but not psychopathic) traits and contagious yawning was moderated by eye gaze. Furthermore, participants high in autistic traits showed typical levels of contagious itching whereas adults high in psychopathic traits showed diminished itch contagion. Finally, only psychopathic traits were associated with lower overall levels of empathy. The findings imply that the underlying processes contributing to the disruptions in contagious yawning amongst individuals high in autistic vs. psychopathic traits are distinct. In contrast to adults high in psychopathic traits, diminished contagion may appear amongst people with high levels of autistic traits secondary to diminished attention to the faces of others, and in the absence of a background deficit in emotional empathy.

scholarly journals ANALISIS PENALARAN PROPORSIONAL PADA SISWA KESULITAN BELAJAR MATEMATIKA DI SEKOLAH INKLUSIF

2020 ◽  
Vol 9 (4) ◽  
pp. 288
Author(s):  
IMAM YUWONO ◽  
ADELIA ANANDA PUTRI
Keyword(s):  
Learning Disabilities ◽  
Qualitative Methods ◽  
Proportional Reasoning ◽  
Research Approach ◽  
Reasoning Ability ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Inclusive Schools ◽  
Different Types

Many Mathematical concepts require students to use proportional reasoning. Proportional reasoning can be an indication of the level of students' mastery of mathematics on subjects involving comparison problems. Problems solving with proportional reasoning can be even more challenging for students with mathematic learning disabilities. The purpose of this study was to analyze the reasoning of students of difficulty learning mathematics in inclusive schools. Research approach with qualitative methods. The results showed that the three subjects in solving four different types of problems tended to be the same. Proportional reasoning ability of the three subjects is at level 0 to 1 proportional reasoning ability.

Feeding Challenges in Children With Autism and the Relationship With Parent and Child Outcomes

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512500037p1-7512500037p1
Author(s):  
Brittany St John ◽  
Muhammad Al-Heizan ◽  
Molly Hamre ◽  
Karla Ausderau ◽  
Kate Dorrance ◽  
...  
Keyword(s):  
Parenting Stress ◽  
Child Outcomes ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Different Types ◽  
Sensory Responses ◽  
The Relationship ◽  
Feeding Interventions ◽  
Family Centered

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. This study presents the relationships between different types of feeding challenges for children with autism spectrum disorder (ASD) to specific sensory patterns, parenting stress, and overall adaptive behaviors. The findings of this study suggest children with ASD demonstrate unique patterns of feeding challenges and sensory responses that are significantly connected to parenting stress and adaptive behavior and can inform the development of targeted family-centered feeding interventions. Primary Author and Speaker: Brittany St John Additional Authors and Speakers: Muhammad Al-Heizan, Molly Hamre, and Karla Ausderau Contributing Authors: Kate Dorrance, Colleen Althoff

Integrated Support of Students With Autism Spectrum Disorders and Learning Disabilities

2021 ◽  
pp. 1-14
Author(s):  
Yefim Kats
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Autism Spectrum Disorders ◽  
Instructional Technology ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Technology Support ◽  
Educational Environments ◽  
Spectrum Disorders

This chapter outlines the integrated approach to support children and young adults diagnosed with learning disabilities and autism spectrum disorders (ASD). In this context, the authors, first, discuss the legislative background providing legal basis for the disability support in educational environments. They, further, address psychological and neurological aspects of learning disabilities and ASD diagnostics and consider how legislative and neurological issues influence special education methods, counseling, and instructional technology support. The educational tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology, intended for technology facilitators and teachers working with the ASD students. The case study focuses primarily on the use of the affordable and popular LEGO robots. The holistic approach to support of those with disabilities, outlined in the chapter, combines educational leadership issues, psychological and job counseling, special education methods, and instructional technology.

Integrated Support of Students With Autism Spectrum Disorders and Learning Disabilities

2022 ◽  
pp. 539-552
Author(s):  
Yefim Kats
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Autism Spectrum Disorders ◽  
Instructional Technology ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Technology Support ◽  
Educational Environments ◽  
Spectrum Disorders

This chapter outlines the integrated approach to support children and young adults diagnosed with learning disabilities and autism spectrum disorders (ASD). In this context, the authors, first, discuss the legislative background providing legal basis for the disability support in educational environments. They, further, address psychological and neurological aspects of learning disabilities and ASD diagnostics and consider how legislative and neurological issues influence special education methods, counseling, and instructional technology support. The educational tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology, intended for technology facilitators and teachers working with the ASD students. The case study focuses primarily on the use of the affordable and popular LEGO robots. The holistic approach to support of those with disabilities, outlined in the chapter, combines educational leadership issues, psychological and job counseling, special education methods, and instructional technology.

Wholistic Planning and Literacy Assessment for Bi/Multilingual and Bi/Multicultural DHH Students

2022 ◽  
pp. 110-145
Author(s):  
Pamela Luft
Keyword(s):  
African American ◽  
Hard Of Hearing ◽  
Reading Skills ◽  
Final Section ◽  
Skill Development ◽  
Educational Experiences ◽  
Academic Skills ◽  
Miscue Analysis ◽  
Literacy Assessment ◽  
Eighth Grader

This chapter presents Hornberger's *continua of biliteracy as a comprehensive and wholistic examination of diverse deaf and hard-of-hearing students' multilingual and multicultural abilities. The continua consist of four domains—development, content, media, and contexts—through which biliteracy is acquired. The continua are described then applied to three diverse immigrant DHH students and their families who are from Cambodia, Vietnam, and Chile. This results in unique insights into the students' current skill development and future needs including attainment of a positive dual minority identity and optimal academic skills. The final section utilizes the continua with a miscue analysis of an African American eighth grader. Miscue analysis provided a naturalistic, language-neutral means of assessing reading skills and identified a number of strengths not previously observed. This combination of tools more thoroughly examines the positive and negative influences on diverse DHH students with sensitive and insightful approaches for optimizing their educational experiences.

scholarly journals Psychosocial and Behavioral Impact of COVID-19 in Autism Spectrum Disorder: An Online Parent Survey

2020 ◽  
Vol 10 (6) ◽  
pp. 341 ◽  
Author(s):  
Marco Colizzi ◽  
Elena Sironi ◽  
Federico Antonini ◽  
Marco Luigi Ciceri ◽  
Chiara Bovo ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Clinical Characteristics ◽  
Online Survey ◽  
Autism Spectrum ◽  
Parent Survey ◽  
Home Support ◽  
Different Types ◽  
Spectrum Disorders ◽  
Behavioral Impact ◽  
The Impact

The 2019 coronavirus disease (COVID-19) outbreak could result in higher levels of psychological distress, especially among people suffering from pre-existing mental health conditions. Young individuals with autism spectrum disorders (ASD) are particularly at risk due to their vulnerability to unpredictable and complex changes. This study aimed to investigate the impact of the COVID-19 pandemic on ASD individuals, whether any pre-pandemic sociodemographic or clinical characteristics would predict a negative outcome, and to narratively characterize their needs. Parents and guardians of ASD individuals filled out an online survey consisting of 40 questions investigating socio-demographic and clinical characteristics of their children, impact of the COVID-19 outbreak on their wellbeing and needs to deal with the emergency. Data were available on 527 survey participants. The COVID-19 emergency resulted in a challenging period for 93.9% of families, increased difficulties in managing daily activities, especially free time (78.1%) and structured activities (75.7%), and, respectively, 35.5% and 41.5% of children presenting with more intense and more frequent behavior problems. Behavior problems predating the COVID-19 outbreak predicted a higher risk of more intense (odds ratio (OR) = 2.16, 95% confidence interval (CI) 1.42–3.29) and more frequent (OR = 1.67, 95% CI 1.13–2.48) disruptive behavior. Even though ASD children were receiving different types of support, also requiring specialist (19.1%) or emergency (1.5%) interventions in a relatively low proportion of cases, a number of needs emerged, including receiving more healthcare support (47.4%), especially in-home support (29.9%), as well as interventions to tackle a potentially disruptive quarantine (16.8%). The COVID-19 outbreak has undoubtedly resulted in increased difficulties among ASD individuals.

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