The Profiles of Students With Significant Cognitive Disabilities and Known Hearing Loss

Erickson, Karen A.; Quick, Nancy

doi:10.1093/deafed/enw052

Cited by 9 publications

(5 citation statements)

References 42 publications

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“…Individuals with severe/profound intellectual and/or multiple disability tend to function at pre-intentional communication stage and may experience sensory and physical disabilities and health issues (Coupe O'Kane and Goldbart, 1998; Erickson and Quick, 2017; Sigafoos et al, 2021; van Splunder et al, 2006). Expressive communication tends to involve a range of subtle and idiosyncratic behaviours that may be individual to the person or context (Stillman and Siegel-Causey, 1989) such as eye gaze, body language and movements, changes in muscle tone, facial expressions, vocalisation (Brady et al, 2016; Coupe O’Kane and Goldbart, 1998; Parry Hughes et al, 2011; Petry and Maes, 2006).…”

Section: Introductionmentioning

confidence: 99%

Communication partners experiences of communicating with adults with severe/profound intellectual disability through augmentative and alternative communication: A mixed methods systematic review

Hanley

Martin

Dalton

et al. 2022

J Intellect Disabil

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People with severe/profound intellectual disability experience challenges in communicating and require their communication partners to adapt to their means of communication. Augmentative and Alternative Communication (AAC) is recognised as a potential means to meet their communication needs. Interventions need to be aimed at both the individual and their communication partners. We conducted a mixed methods systematic review of the literature to synthesise evidence on communication partners experience of communicating with adults with severe/profound intellectual disability through AAC. Eight publications met the inclusion criteria, they underwent thematic synthesis where four themes emerged. A shared commitment to communication partnership is fundamental for the effective and efficient use of AAC. However, there was a disconnect between communication partners perceptions of their roles and responsibilities. This review prompts further research to explore communication partners perceptions of their roles and responsibilities in the use of AAC with people with severe/profound intellectual disabilities.

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Section: Introductionmentioning

confidence: 99%

Communication partners experiences of communicating with adults with severe/profound intellectual disability through augmentative and alternative communication: A mixed methods systematic review

Hanley

Martin

Dalton

et al. 2022

J Intellect Disabil

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“…We selected these two classrooms because they offered groups of students of similar ages and abilities and teaching staff with similar backgrounds and experience. None of the students reported in this manuscript have known hearing or vision loss, but both are known to be underreported among students with complex needs (e.g., Erickson and Quick, 2016). We have intentionally chosen not to highlight or specifically name the individual teachers and teaching assistants.…”

Section: Site and Participantsmentioning

confidence: 99%

Sensory Experiences and Children With Severe Disabilities: Impacts on Learning

2022

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The human sensory system is continuously engaged in experiencing and interpreting every interaction with other living beings, objects, and the environment. The purpose of this article is to describe the impact limited opportunities for rich sensory experiences have on students with severe disabilities in two middle school classrooms situated in a public separate school in the southeastern USA. The study employed a postcritical ethnographic approach and grounded theory thematic analysis of fieldnotes gathered over a two-year period. Three major themes supported by the data are presented and discussed in depth. They are: (a) students are afforded limited sensory rich experiences, (b) everyday routines make students passive recipients to school, and (c) instructional approaches result in little interaction with extended periods of waiting. The implications of the findings for improved sensory experiences and possible future directions are described.

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“…The pattern of language development in the subgroup of children with ID-DHH was similar to that of DHH children. A recent survey study by Erickson and Quick (2017) included 38,367 children with significant cognitive disabilities. Half had an ID and the other half included children who had diagnoses such as autism, traumatic brain injury, or multiple disabilities.…”

Section: Dhh Childrenmentioning

confidence: 99%

Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing

Wingerden

Tilborg²,

Balkom³

2018

Evidence-Based Practices in Deaf Education

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Learning to read is challenging for children who have hearing impairments and concurrent intellectual disabilities because they face barriers due to both conditions. In many developmental domains, including executive functioning and language development, auditory and intellectual disabilities mutually influence each other; a deficit in one domain hinders coping mechanisms to compensate for distortions in the other. The resulting impact is more than the sum of the parts. It affects the way students learn to read and the way they process written text in many ways. Little is known about the key factors in literacy development for children with both hearing impairments and intellectual disabilities. This chapter integrates recent findings on reading development in children with both of these conditions to define a research base for two exploratory studies on literacy attainment in these learners. Recommendations for literacy education are based on these studies.

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The Profiles of Students With Significant Cognitive Disabilities and Known Hearing Loss

Cited by 9 publications

References 42 publications

Communication partners experiences of communicating with adults with severe/profound intellectual disability through augmentative and alternative communication: A mixed methods systematic review

Communication partners experiences of communicating with adults with severe/profound intellectual disability through augmentative and alternative communication: A mixed methods systematic review

Sensory Experiences and Children With Severe Disabilities: Impacts on Learning

Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing

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