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 Ability of Children with Learning Disabilities and Children with Autism Spectrum Disorder to Recognize Feelings from Facial Expressions and Body Language

2018 ◽  
Vol 8 (2) ◽  
pp. 10 ◽  
Author(s):  
Alev Girli ◽  
Sıla Doğmaz
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Disabilities ◽  
Facial Expressions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Body Language ◽  
The Body ◽  
Spectrum Disorder ◽  
Black And White ◽  
The Face

In this study, children with learning disability (LD) were compared with children with autism spectrum disorder(ASD) in terms of identifying emotions from photographs with certain face and body expressions. The sampleconsisted of a total of 82 children aged 7-19 years living in Izmir in Turkey. A total of 6 separate sets of slides,consisting of black and white photographs, were used to assess participants’ ability to identify feelings – 3 sets forfacial expressions, and 3 sets for body language. There were 20 photographs on the face slides and 38 photographson the body language slides. The results of the nonparametric Mann Whitney-U test showed no significant differencebetween the total scores that children received from each of the face and body language slide sets. It was observedthat the children with LD usually looked at the whole photo, while the children with ASD focused especially aroundthe mouth to describe feelings. The results that were obtained were discussed in the context of the literature, andsuggestions were presented.

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.

Helping Students with Learning Disabilities (ASD)

2020 ◽  
Author(s):  
Ian Jedlica
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Disabilities ◽  
Foreign Language ◽  
Social Economic ◽  
Autism Spectrum ◽  
Disadvantaged Students ◽  
Students With Learning Disabilities ◽  
Basic Principles ◽  
British Council ◽  
Language Classroom

Integration in education has brought students with learning disabilities into the forefront of everyday teaching in Hungary. Among many types of disadvantaged students, for example, those with ADHD, ODD, dyslexia, dysgraphia, dyscalculia, social, economic and linguistic disadvantages, there are also those who suffer from ASD (Autism Spectrum Disorder). This paper uses research from many papers, including those from Peter Moran of the British Council and Jennifer Reppond, to discover basic principles in how to deal with and teach this type of student in the foreign language classroom. It then moves on to show how these principles helped to create awareness of the problems involved and give some workable practices within the classroom to make an acceptable learning environment for one particular student with ASD.

scholarly journals Behaviors Characteristic of Autism Spectrum Disorder in Older Adults With Cognitive Impairment

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 155-155
Author(s):  
Elizabeth Rhodus ◽  
Justin Barber ◽  
Erin Abner ◽  
Shani Bardach ◽  
Graham Rowles ◽  
...  
Keyword(s):  
Older Adults ◽  
Autism Spectrum Disorder ◽  
Cognitive Impairment ◽  
Rating Scale ◽  
De Novo ◽  
Age At Onset ◽  
Late Life ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Clinical Dementia Rating

Abstract Autism spectrum disorder (ASD) is commonly recognized by the time of adolescence, but is poorly understood in older adults. The possibility of late-life emergence of ASD has been poorly explored. In order to investigate late-life emergence of behaviors characteristic of ASD in MCI and AD, we surveyed caregivers of 142 older adults with neurodegenerative cognitive impairment using the Gilliam Autism Rating Scale-2. Participants with high autism index ratings (Autism ‘Possible/Very Likely’, n=23) reported significantly (statistically and clinically) younger age at onset of cognitive impairment than those who scored in the Autism ‘Unlikely’ range (n=119): 71.14±10.9 vs. 76.65±8.25 (p = 0.034). Additionally, those in Autism ‘Possible/Very Likely’ group demonstrated advanced severity of cognitive impairment, indicated by Clinical Dementia Rating Scale Sum of Boxes scores. Data demonstrate that ASD behaviors may appear de novo of degenerative dementia and such behaviors are more prevalent in those with early onset dementia. Further work elucidating a connection between ASD and dementia could shed light on subclinical forms of ASD, identify areas of shared neuroanatomic involvement between ASD and dementias, and provide valuable insights that might hasten the development of therapeutic strategies.

Understanding the Needs of Families of Children Who Are Deaf/Hard of Hearing with an Autism Spectrum Disorder

2018 ◽  
Vol 29 (05) ◽  
pp. 378-388
Author(s):  
Susan Wiley ◽  
Jareen Meinzen-Derr ◽  
Lisa Hunter ◽  
Rebekah Hudock ◽  
Dora Murphy ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Dual Diagnosis ◽  
Hard Of Hearing ◽  
Current Knowledge ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Stress Index ◽  
Children With Asd ◽  
Comparison Groups ◽  
Hearing Children

AbstractThere is a significant lack of evidence guiding our understanding of the needs of families of children who are deaf/hard of hearing (Deaf/HH) with an autism spectrum disorder (ASD). Much of our current knowledge is founded in case report studies with very small numbers of children with the dual diagnosis.The purpose of this study was to gain an understanding of the factors relating to caregiver stress and needs (i.e., supports and interventions) in families of children who are Deaf/HH with ASD.Comparison groups of families of children who were Deaf/HH, families with a hearing child with ASD, and families of children who were Deaf/HH with ASD were administered standardized questionnaires of stress with brief qualitative questionnaires focusing on family-identified needs.Six families of children with the dual diagnosis, four families of children who were Deaf/HH, and three families of children with ASD.Surveys included demographic and support questionnaires, the Parenting Stress Index (PSI), the Pediatric Hearing Impairment Caregiver Experience, and a qualitative questionnaire.Families of children who were Deaf/HH with ASD had a higher median total stress score on the PSI as compared to families of children who were Deaf/HH only (58.5 versus 41.5, respectively; p = 0.02) and higher Child Domain scores (60 versus 43, respectively; p = 0.02), indicating higher levels of stress in families of children with the dual diagnosis. The families of children who were Deaf/HH with ASD reported similar levels of stress as families of children with ASD.Families of children who are Deaf/HH with an ASD experience stress and describe similar needs and priorities as families of hearing children with ASD. This suggests the needs related to having an autism spectrum disorder are of high priority in families of children with the dual diagnosis.

Teachers' Attitudes, Motivation, and Use of iPads to Support Children With Learning Disabilities Versus Children With Autism Spectrum Disorder

2019 ◽  
Vol 18 (2) ◽  
pp. 131-159
Author(s):  
Sigal Eden ◽  
Margalit Navon ◽  
Adina Shamir
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Disabilities ◽  
Technology Use ◽  
Teaching And Learning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Students With Ld ◽  
Digital Competencies ◽  
Teachers Attitudes

The aim of the current study is to compare teachers' attitudes, motivation, and use of iPads to support teaching children with learning disabilities (LD) versus children with autism spectrum disorder (ASD). Three hundred and nine teachers (294 females and 15 males) between the ages of 25 to 62 (M = 42.66) participated in the study. The teachers were divided into two groups according to their students' disability type: 221 teachers of students with LD and 88 teachers of students with ASD. The teachers were evaluated by six questionnaires: demographic characteristics, general technology use, experience with iPads, digital competencies, attitudes toward iPads, and teacher's preparedness for iPad use. Results show that teachers in both groups find that the iPad is a useful tool to promote teaching and learning. However, the findings reveal that teachers of children with ASD use iPads more frequently and for a longer duration in the classroom. Furthermore, teachers of students with ASD seek more training.

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