Identifying Dual Sensory Loss Among Students With Extensive Support Needs

被引：0

作者：

Karvonen, Meagan ^{[1
]}

Erickson, Karen A. ^{[2
]}

Durando, Julie A. ^{[3
]}

Beitling, Brianna ^{[1
]}

Morgan, Samuel L. ^{[3
]}

Kavitsky, Elizabeth ^{[1
]}

机构：

[1] Univ Kansas, Lawrence, KS USA

[2] Univ North Carolina Chapel Hill, Chapel Hill, NC USA

[3] Natl Ctr Deafblindness, Helen Keller Natl Ctr, Brooklyn, NY USA

来源：

JOURNAL OF SPECIAL EDUCATION | 2024年

关键词：

hearing impairments and deafness; vision impairments; access to general education curriculum; severe/profound disabilities; defining and diagnosing disabilities; HEARING-LOSS; DISABILITIES; CHILDREN;

D O I：

10.1177/00224669241273912

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Very little is known about how unidentified dual sensory loss (DSL) may affect education and academic outcomes for students with extensive support needs (ESN). We used data from a teacher survey on over 100,000 students with ESN who take statewide alternate assessments to identify the number of students with known and suspected DSL and the differences in characteristics between those groups. Students with ESN and suspected DSL (N = 870) struggled to access the general education curriculum more than their peers with ESN and known DSL (N = 649) and had fewer academic skills than their peers. We conclude with implications for practice and future research.

引用

页数：8

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