Kendra's journey: an intrinsic case study of a deaf autistic child.

This study used an intrinsic case study to investigate how interventions from applied behavior analysis impacted language development, academic progress, and the reduction of severe challenging behaviors for an 8-year-old child who is Deaf and autistic. 3 main themes were identified: language acquisition, behavioral change strategies, and academic performance. Additionally, 2 common threads wove in and out of each and connected all 3 themes: language access and qualified providers, including Deaf professionals.

Service Providers' Perspective on the Education of Students Who Are Deaf or Hard of Hearing and English Learners.

The researchers examine the perspectives of service providers involved in educating students who are both deaf or hard of hearing (DHH) and English Learners (EL). Using qualitative phenomenology methodology, the researchers interviewed eight service providers in one school district about their perspectives on the unique challenges and issues related to educating students who are DHH EL. An overarching finding was the uniqueness of each individual student, which was found in the combination of factors, or "influencers of diversity" (Leigh, 2008, p.

Recognizing the Needs of Families of Children and Youth Who Are Deafblind.

Research on deafblindness and families is scant. The few available studies, in combination with research in the areas of visual impairment, hearing impairment, and significant support needs, help paint a picture of the services and other assistance required by families, including siblings of a child with deafblindness. In the present article, the authors synthetize the literature related to families of students who are deafblind and the supports needed by these families.

Early Intervention: A Multicultural Perspective on d/Deaf and Hard of Hearing Multilingual Learners.

Today's pluralistic society is characterized by families from many linguistic and cultural backgrounds, including families with infants and toddlers who are deaf or hard of hearing (d/Dhh). Taking a multicultural perspective, the author examines family-centered early intervention (FCEI) and the transition to school services for children who are d/Dhh. Working with d/Dhh Multilingual Learners (DMLs) and their families presents a unique challenge to early intervention professionals: ensuring that families have adequate information and resources to make informed choices, particularly regarding communication.

Teachers' use and perceptions of progress monitoring.

Progress monitoring is a set of techniques used to assess students' academic performance on a regular and frequent basis. Different forms of progress monitoring have been used effectively in the field of general special education for more than 20 years. However, to date, limited information about how progress monitoring is being used in the field of deaf education is available.

Coenrollment for students who are deaf or hard of hearing: friendship patterns and social interactions.

Third- and fourth-grade students in two separate classrooms--one a classroom with only hearing students and the other a coenrolled classroom with hearing, hard of hearing, and deaf students--were assessed to determine friendship patterns, attitudes, beliefs, and perceptions about sign language and deafness. Sociograms, interviews, and videotape analysis of the students' responses were done. Results suggest that hearing students in the coenrolled classroom had better sign language skills, a more positive attitude toward deafness, and an improved awareness of certain aspects of hearing loss (such as speech and amplification).