Difficulty Identifying a Learning Disability
in the Deaf & Hard of Hearing Population
The term "learning disabilities" was first introduced by Dr. Sam Kirk in 1963. There are various types of learning disabilities, including:
A learning disability is classified as a neurological disorder, indicating that a person's brain functions or is structured differently. These processing issues can affect an individual's ability to read, write, spell, reason, organize information, and perform mathematical calculations. Some students may experience one or two types of learning disabilities that influence various learning styles. For instance, a student with dyslexia may struggle with reading, writing, and spelling, yet excel in math and science. Conversely, a student with dyscalculia may find math challenging but perform well in English. It is also possible for a student to have both dyslexia and dyscalculia. Visual processing disorders may affect multiple academic areas, including reading, writing, spelling, and math.
Educators who work with Deaf and hard-of-hearing students have long raised concerns about their academic performance relative to their peers. Many struggle to keep up with others and find it challenging to grasp language and mathematical concepts, which hampers their educational success.
Identifying learning disabilities in Deaf and hard-of-hearing students can be complicated for several reasons. The lack of consensus on defining the term "learning disabled hearing impaired" presents one issue. According to Public Law 94-142, children with learning disabilities cannot be classified as such if their difficulties stem from a sensory deficit (Plapinger & Sokora, 1990). Another factor is the challenge in determining whether a student's language issues arise from hearing loss or from a learning disability (Plapinger & Sokora, 1990). Given these complications, it is crucial to establish criteria that differentiate Deaf and hard-of-hearing students with learning disabilities from those who are non-learning-disabled (Plapinger & Sokora, 1990).
Due to language and reading delays, many Deaf and hard-of-hearing students are often overdiagnosed with learning disabilities. Research by LaSasso (1985, 1992) indicates that their language and reading delays are frequently misinterpreted as learning disabilities when they are, in fact, typical for Deaf or hard-of-hearing individuals. These symptoms can complicate the determination of whether these students have a learning disability or if their academic challenges are primarily due to hearing loss, particularly when it comes to language delays affected by various processing issues. Psychologists may also misdiagnose these students due to a lack of understanding of hearing loss and of test interpretation, as well as communication barriers arising from their limited sign language skills. A comprehensive assessment should include teacher observations, appropriate standardized assessment measures, and informal assessment procedures to identify the type of processing difficulties the student may have.
Moreover, there is a noticeable shortage of test instruments and qualified evaluators tailored to meet the needs of Deaf and hard-of-hearing students suspected of having learning disabilities. There is a shortage of standardized test instruments and suitable psychological and educational assessments designed to evaluate processing issues. When Deaf and hard-of-hearing students experience difficulties with reading and other subjects, it is essential to determine whether these difficulties stem from learning disabilities or primarily result from hearing loss (Plapinger & Sikora, 1990).
With appropriate training, teachers can identify their students' processing challenges and make referrals to psychologists for evaluation. It is advised that psychologists incorporate the DSM-5 Diagnostic Criteria in their evaluation reports. These assessments can provide the student and their family with essential insights into the student's situation and help address their specific learning needs positively and effectively, enabling more accessible learning.
For example, my fourth-grade daughter underwent testing for a possible learning disability at her previous school. Her psychological evaluation revealed that she had visual-spatial processing issues along with functional limitations. At that time, she struggled to understand why she was facing academic challenges, which intensified her feelings of confusion and frustration. Despite our support, she felt lost in her educational journey.
Later, she was retested in high school at a different Deaf school, where the same diagnosis was confirmed. By then, she was old enough to better understand her situation. To my surprise, she began to make academic progress and develop coping strategies to address her learning challenges.
As I mentioned in my "Tearing Down the Wall" story, my diagnosis clarified my frustrations, revealed my strengths and limitations, and provided me with a strategy for improving my academic abilities. It marked the beginning of my self-awareness. The evaluation served as a roadmap, helping me learn how to navigate college and succeed academically. Therefore, I cannot emphasize enough how critical it is for psychologists to include a diagnosis in their reports, as it can provide essential guidance.
- Dyslexia—difficulties with specific language skills, mainly reading
- Dyscalculia—challenges in processing math
- Dysgraphia—difficulties with spelling, poor handwriting, and trouble putting thoughts on paper
- Auditory Processing Disorder – difficulties recognizing and interpreting information through sound
- Visual Processing Disorder – difficulties recognizing and interpreting information by sight
A learning disability is classified as a neurological disorder, indicating that a person's brain functions or is structured differently. These processing issues can affect an individual's ability to read, write, spell, reason, organize information, and perform mathematical calculations. Some students may experience one or two types of learning disabilities that influence various learning styles. For instance, a student with dyslexia may struggle with reading, writing, and spelling, yet excel in math and science. Conversely, a student with dyscalculia may find math challenging but perform well in English. It is also possible for a student to have both dyslexia and dyscalculia. Visual processing disorders may affect multiple academic areas, including reading, writing, spelling, and math.
Educators who work with Deaf and hard-of-hearing students have long raised concerns about their academic performance relative to their peers. Many struggle to keep up with others and find it challenging to grasp language and mathematical concepts, which hampers their educational success.
Identifying learning disabilities in Deaf and hard-of-hearing students can be complicated for several reasons. The lack of consensus on defining the term "learning disabled hearing impaired" presents one issue. According to Public Law 94-142, children with learning disabilities cannot be classified as such if their difficulties stem from a sensory deficit (Plapinger & Sokora, 1990). Another factor is the challenge in determining whether a student's language issues arise from hearing loss or from a learning disability (Plapinger & Sokora, 1990). Given these complications, it is crucial to establish criteria that differentiate Deaf and hard-of-hearing students with learning disabilities from those who are non-learning-disabled (Plapinger & Sokora, 1990).
Due to language and reading delays, many Deaf and hard-of-hearing students are often overdiagnosed with learning disabilities. Research by LaSasso (1985, 1992) indicates that their language and reading delays are frequently misinterpreted as learning disabilities when they are, in fact, typical for Deaf or hard-of-hearing individuals. These symptoms can complicate the determination of whether these students have a learning disability or if their academic challenges are primarily due to hearing loss, particularly when it comes to language delays affected by various processing issues. Psychologists may also misdiagnose these students due to a lack of understanding of hearing loss and of test interpretation, as well as communication barriers arising from their limited sign language skills. A comprehensive assessment should include teacher observations, appropriate standardized assessment measures, and informal assessment procedures to identify the type of processing difficulties the student may have.
Moreover, there is a noticeable shortage of test instruments and qualified evaluators tailored to meet the needs of Deaf and hard-of-hearing students suspected of having learning disabilities. There is a shortage of standardized test instruments and suitable psychological and educational assessments designed to evaluate processing issues. When Deaf and hard-of-hearing students experience difficulties with reading and other subjects, it is essential to determine whether these difficulties stem from learning disabilities or primarily result from hearing loss (Plapinger & Sikora, 1990).
With appropriate training, teachers can identify their students' processing challenges and make referrals to psychologists for evaluation. It is advised that psychologists incorporate the DSM-5 Diagnostic Criteria in their evaluation reports. These assessments can provide the student and their family with essential insights into the student's situation and help address their specific learning needs positively and effectively, enabling more accessible learning.
For example, my fourth-grade daughter underwent testing for a possible learning disability at her previous school. Her psychological evaluation revealed that she had visual-spatial processing issues along with functional limitations. At that time, she struggled to understand why she was facing academic challenges, which intensified her feelings of confusion and frustration. Despite our support, she felt lost in her educational journey.
Later, she was retested in high school at a different Deaf school, where the same diagnosis was confirmed. By then, she was old enough to better understand her situation. To my surprise, she began to make academic progress and develop coping strategies to address her learning challenges.
As I mentioned in my "Tearing Down the Wall" story, my diagnosis clarified my frustrations, revealed my strengths and limitations, and provided me with a strategy for improving my academic abilities. It marked the beginning of my self-awareness. The evaluation served as a roadmap, helping me learn how to navigate college and succeed academically. Therefore, I cannot emphasize enough how critical it is for psychologists to include a diagnosis in their reports, as it can provide essential guidance.
Did You Know?
My daughter, DJK, is an inspiration to me because she had the guts to tell her friend that she has learning disabilities. An academically gifted friend told DJK in the fall of 2018 that she thought people with learning disabilities were stupid. DJK told her she has LD as a defense. "It's impossible!" "You look smart," exclaimed her friend, who was in disbelief. DJK also revealed to her that one of their friends has an LD (in reading comprehension). She was at a loss for words. Through the conversation, the other friend—who is also academically gifted—shared that her brother—who is also deaf—has a learning disability in math. She was astounded. That cracked me up. I am incredibly proud of DJK for speaking up. To understand and empathetically assist academically challenged students, Deaf Education may require training in language deprivation, learning disabilities, and Irlen Syndrome. (They all come from Deaf families and attend the same Deaf school.)
My daughter, DJK, is an inspiration to me because she had the guts to tell her friend that she has learning disabilities. An academically gifted friend told DJK in the fall of 2018 that she thought people with learning disabilities were stupid. DJK told her she has LD as a defense. "It's impossible!" "You look smart," exclaimed her friend, who was in disbelief. DJK also revealed to her that one of their friends has an LD (in reading comprehension). She was at a loss for words. Through the conversation, the other friend—who is also academically gifted—shared that her brother—who is also deaf—has a learning disability in math. She was astounded. That cracked me up. I am incredibly proud of DJK for speaking up. To understand and empathetically assist academically challenged students, Deaf Education may require training in language deprivation, learning disabilities, and Irlen Syndrome. (They all come from Deaf families and attend the same Deaf school.)
Difficulty Diagnosing a Learning Disability
in Deaf and Hard of Hearing Students
Diagnosing a learning disability in a Deaf or hard-of-hearing student can be challenging due to the limited availability of assessment tools and qualified evaluators who are experienced in working with these students. There is a shortage of standardized testing instruments and appropriate psychological and educational tests designed for assessing the learning processes of Deaf and hard-of-hearing individuals (Rush & Baechle, 1992). These limitations often lead to inadequate services for Deaf and hard-of-hearing students in secondary and postsecondary education.
Evaluators often misdiagnose Deaf and hard-of-hearing individuals as having learning disabilities because of their misunderstanding of hearing loss and the interpretation of test results. Many evaluators lack sign language skills, which hinders effective communication with students. It is crucial for the evaluator and student to communicate directly; if an evaluator does not know sign language, a certified interpreter must be provided to facilitate clear communication and ensure that test scores are not adversely affected.
Moreover, the reading and writing delays observed in Deaf and hard-of-hearing individuals can lead to misdiagnoses of learning disabilities. It is important to note that not all Deaf and hard-of-hearing students experience literacy delays. LaSasso (1985, 1992) argues that language and reading delays are often misinterpreted as learning disabilities, while they may actually be typical for Deaf and hard-of-hearing individuals.
For example, a 9-year-old Deaf child reading at a first-grade level may be considered within the normal range. However, by age 15, they should be reading at the third- or fourth-grade level. If that same child is still reading at a first-grade level at 15, it would be more likely to indicate a learning disability (Morgan & Vernon, 1994). This case study illustrates the importance of accurately identifying learning disabilities in Deaf and hard-of-hearing students. While it is essential to understand their circumstances, it is also critical that they do not remain at a lower reading level due to hearing loss or assumed learning disabilities. We have access to tools and strategies to help students improve their reading skills, as mentioned in the 'Resources/Services' section. With positive encouragement and support, they can enhance their reading abilities.
Deaf and hard-of-hearing students face significant challenges in learning to read and write due to two primary factors. First, when they enter school, most have not developed the same language skills as their hearing peers, which means they often begin building language skills while simultaneously learning to read. Additionally, they may struggle to grasp language rules. Second, traditional auditory measures used to develop reading skills are inapplicable because they lack auditory feedback (Plapinger & Sikora, 1990). Therefore, when Deaf and hard-of-hearing students struggle with reading or other subjects, it is critical to distinguish whether they have actual learning disabilities or if their academic difficulties stem from their hearing loss (Plapinger & Sikora, 1990). Guidelines must be established to ensure that students with learning disabilities are properly diagnosed.
In assessing Deaf and hard-of-hearing students for learning disabilities, evaluators must have a thorough understanding of the following:
Before conducting an assessment, evaluators should always consider each student's educational and cultural background, academic records, primary language, family and medical histories, and audiogram data. Comprehensive data collection is crucial, as it helps evaluators understand each student's unique situation and exercise prudence when diagnosing potential learning disabilities. After gathering this information, evaluators can identify students' academic strengths and limitations, enabling them to provide the support needed to overcome academic challenges and receive appropriate accommodations. The evaluation process should also encompass verbal and nonverbal reasoning, language processing, memory, visual-motor skills, executive functioning, and attention, as well as reading, writing, and mathematics achievement. By evaluating a range of factors, evaluators can better understand and address each student's strengths and limitations.
As I mentioned in my "Tearing Down the Wall" story, if you are Deaf or hard of hearing and suspect that you have a learning disability, it's essential to choose an evaluator who understands Deaf issues and is fluent in sign language for an accurate diagnosis. Unfortunately, my high school psychologist was an exception; such professionals are rare. If you cannot locate an evaluator with this expertise, a certified interpreter should be provided during the assessment.
It's important to note that evaluators must be cautious to avoid misdiagnosing Deaf and hard-of-hearing individuals with learning disabilities. There is a growing recognition that these individuals may have learning disabilities, and it is crucial for them to receive appropriate services and reasonable accommodations to succeed in their education.
For additional information on assessing students for possible learning disabilities, please refer to the enclosed link to the 'Guidelines for Documentation of a Learning Disability in a Gallaudet University Students.'
Evaluators often misdiagnose Deaf and hard-of-hearing individuals as having learning disabilities because of their misunderstanding of hearing loss and the interpretation of test results. Many evaluators lack sign language skills, which hinders effective communication with students. It is crucial for the evaluator and student to communicate directly; if an evaluator does not know sign language, a certified interpreter must be provided to facilitate clear communication and ensure that test scores are not adversely affected.
Moreover, the reading and writing delays observed in Deaf and hard-of-hearing individuals can lead to misdiagnoses of learning disabilities. It is important to note that not all Deaf and hard-of-hearing students experience literacy delays. LaSasso (1985, 1992) argues that language and reading delays are often misinterpreted as learning disabilities, while they may actually be typical for Deaf and hard-of-hearing individuals.
For example, a 9-year-old Deaf child reading at a first-grade level may be considered within the normal range. However, by age 15, they should be reading at the third- or fourth-grade level. If that same child is still reading at a first-grade level at 15, it would be more likely to indicate a learning disability (Morgan & Vernon, 1994). This case study illustrates the importance of accurately identifying learning disabilities in Deaf and hard-of-hearing students. While it is essential to understand their circumstances, it is also critical that they do not remain at a lower reading level due to hearing loss or assumed learning disabilities. We have access to tools and strategies to help students improve their reading skills, as mentioned in the 'Resources/Services' section. With positive encouragement and support, they can enhance their reading abilities.
Deaf and hard-of-hearing students face significant challenges in learning to read and write due to two primary factors. First, when they enter school, most have not developed the same language skills as their hearing peers, which means they often begin building language skills while simultaneously learning to read. Additionally, they may struggle to grasp language rules. Second, traditional auditory measures used to develop reading skills are inapplicable because they lack auditory feedback (Plapinger & Sikora, 1990). Therefore, when Deaf and hard-of-hearing students struggle with reading or other subjects, it is critical to distinguish whether they have actual learning disabilities or if their academic difficulties stem from their hearing loss (Plapinger & Sikora, 1990). Guidelines must be established to ensure that students with learning disabilities are properly diagnosed.
In assessing Deaf and hard-of-hearing students for learning disabilities, evaluators must have a thorough understanding of the following:
- Deaf and hard-of-hearing students’ communication modes.
- Deaf students’ unique culture known as Deaf Culture.
- How degree of hearing loss and types of educational experiences affect these students.
- These students’ functions in the areas of cognition, intelligence, academic achievement, and social-emotional functioning.
- The appropriate assessment technique of Deaf and hard-of-hearing students.
- The discrepancies between potential and achievement among these students (Kachman, 1999, Morgan & Vernon, 1994).
Before conducting an assessment, evaluators should always consider each student's educational and cultural background, academic records, primary language, family and medical histories, and audiogram data. Comprehensive data collection is crucial, as it helps evaluators understand each student's unique situation and exercise prudence when diagnosing potential learning disabilities. After gathering this information, evaluators can identify students' academic strengths and limitations, enabling them to provide the support needed to overcome academic challenges and receive appropriate accommodations. The evaluation process should also encompass verbal and nonverbal reasoning, language processing, memory, visual-motor skills, executive functioning, and attention, as well as reading, writing, and mathematics achievement. By evaluating a range of factors, evaluators can better understand and address each student's strengths and limitations.
As I mentioned in my "Tearing Down the Wall" story, if you are Deaf or hard of hearing and suspect that you have a learning disability, it's essential to choose an evaluator who understands Deaf issues and is fluent in sign language for an accurate diagnosis. Unfortunately, my high school psychologist was an exception; such professionals are rare. If you cannot locate an evaluator with this expertise, a certified interpreter should be provided during the assessment.
It's important to note that evaluators must be cautious to avoid misdiagnosing Deaf and hard-of-hearing individuals with learning disabilities. There is a growing recognition that these individuals may have learning disabilities, and it is crucial for them to receive appropriate services and reasonable accommodations to succeed in their education.
For additional information on assessing students for possible learning disabilities, please refer to the enclosed link to the 'Guidelines for Documentation of a Learning Disability in a Gallaudet University Students.'
Can a Deaf and Hard of Hearing Student
Have a Learning Disability
Under the Special Education Guidelines?
Researchers and practitioners face challenges due to the ambiguous definition of "learning disabled hearing impaired." According to Public Law 94-142, there are two primary reasons why the definition of learning disabilities is not appropriate for Deaf and hard-of-hearing students. First, Deaf and hard-of-hearing individuals cannot be classified as learning disabled solely due to hearing loss. This law does not apply to individuals whose difficulties stem primarily from visual, auditory, or other sensory impairments; thus, they are ineligible for classification as having learning disabilities. Second, there is a need to distinguish whether language deficits arise from hearing loss or from a learning disability. Despite the shortcomings of the "legal" definition, qualified professionals can classify Deaf and hard-of-hearing students as learning disabled if they exhibit identified learning disabilities.
Educators often question whether Deaf and hard-of-hearing students qualify for classification as learning disabled and whether they should receive special education services based on this condition (Bunch & Melynk, 1989; LaSasso, 1985). In response, the National Joint Committee on Learning Disabilities (NJCLD) revised its definition to eliminate the federal barrier that hindered the development of services for Deaf and hard-of-hearing students with learning disabilities. The NJCLD defines "learning disabilities" as "conditions or influences that occur concurrently with other handicaps (for example, sensory impairment, intellectual disabilities, or serious emotional disturbance) or extrinsic influences (such as cultural differences, insufficient,, or inappropriate instruction), but are not the result of those conditions or influences" (Bunch & Melynk, 1989, p. 298).
The federal definition asserts that "there are no... hearing impaired learning disabled children in the world—the idiocy of such a rule denies the evidence" (Sabatino, 1983, p. 26). Additionally, the definition has been criticized by Hammill, Leigh, McNutt, and Larsen (1981), who conclude that it is a misconception to assume that learning disabilities cannot coexist with other handicapping conditions or environmental, cultural, or economic disadvantages.
As I noted in my "Tearing Down the Wall" story, I disagree with this perspective. Regardless of the issues associated with the "legal" definition of learning disabilities, qualified professionals should classify Deaf and hard-of-hearing students as learning disabled if they have identifiable learning disabilities. I firmly believe that there are Deaf and hard-of-hearing students with learning disabilities. They deserve to be recognized as such and to receive appropriate services from secondary and postsecondary institutions. After all, I am living proof of this situation.
Educators often question whether Deaf and hard-of-hearing students qualify for classification as learning disabled and whether they should receive special education services based on this condition (Bunch & Melynk, 1989; LaSasso, 1985). In response, the National Joint Committee on Learning Disabilities (NJCLD) revised its definition to eliminate the federal barrier that hindered the development of services for Deaf and hard-of-hearing students with learning disabilities. The NJCLD defines "learning disabilities" as "conditions or influences that occur concurrently with other handicaps (for example, sensory impairment, intellectual disabilities, or serious emotional disturbance) or extrinsic influences (such as cultural differences, insufficient,, or inappropriate instruction), but are not the result of those conditions or influences" (Bunch & Melynk, 1989, p. 298).
The federal definition asserts that "there are no... hearing impaired learning disabled children in the world—the idiocy of such a rule denies the evidence" (Sabatino, 1983, p. 26). Additionally, the definition has been criticized by Hammill, Leigh, McNutt, and Larsen (1981), who conclude that it is a misconception to assume that learning disabilities cannot coexist with other handicapping conditions or environmental, cultural, or economic disadvantages.
As I noted in my "Tearing Down the Wall" story, I disagree with this perspective. Regardless of the issues associated with the "legal" definition of learning disabilities, qualified professionals should classify Deaf and hard-of-hearing students as learning disabled if they have identifiable learning disabilities. I firmly believe that there are Deaf and hard-of-hearing students with learning disabilities. They deserve to be recognized as such and to receive appropriate services from secondary and postsecondary institutions. After all, I am living proof of this situation.
@https://www.knowable.com/stories/1823179/something-you-may-not-know-about-keira-knightley/
LEAD-K: Food for Thought
@http://www.cad1906.org
The purpose of the Language Equality and Acquisition for Deaf Kids, known as the LEAD-K program, is to ensure that Deaf and hard-of-hearing children have equal access to language acquisition and literacy before they are academically ready to enter kindergarten. This initiative has been adopted as a law or policy in an increasing number of states.
In summary, LEAD-K mandates that all Deaf and hard-of-hearing infants undergo language acquisition assessments every 6 months until they reach age 5. However, it can be challenging to detect learning disabilities such as dyslexia or visual processing disorders during these early years unless a parent has a history of such conditions.
If you notice a student with a learning disability displaying characteristics that are not typically associated with hearing loss, it is important to consider the possibility of dyslexia or visual processing issues. As mentioned in the 'Our D/LD Journey' section, you might ask the child to explain their reading difficulties to determine if their symptoms align with dyslexia or visual perception issues. It's critical to understand that dyslexia and visual processing problems are not the same.
Looking back, I wish I had received more information about dyslexia and visual processing issues and their impact on academic success. I regret not providing early reading intervention to DJK.
Educators should keep dyslexia and the eight types of visual processing issues in mind when identifying students' strengths and challenges. This awareness can aid in the early detection of reading problems in Deaf and hard-of-hearing children.
In summary, LEAD-K mandates that all Deaf and hard-of-hearing infants undergo language acquisition assessments every 6 months until they reach age 5. However, it can be challenging to detect learning disabilities such as dyslexia or visual processing disorders during these early years unless a parent has a history of such conditions.
If you notice a student with a learning disability displaying characteristics that are not typically associated with hearing loss, it is important to consider the possibility of dyslexia or visual processing issues. As mentioned in the 'Our D/LD Journey' section, you might ask the child to explain their reading difficulties to determine if their symptoms align with dyslexia or visual perception issues. It's critical to understand that dyslexia and visual processing problems are not the same.
Looking back, I wish I had received more information about dyslexia and visual processing issues and their impact on academic success. I regret not providing early reading intervention to DJK.
Educators should keep dyslexia and the eight types of visual processing issues in mind when identifying students' strengths and challenges. This awareness can aid in the early detection of reading problems in Deaf and hard-of-hearing children.
Language Deprivation and Deaf Mental Health
The publication of 'Language Deprivation and Deaf Mental Health' has raised awareness within the Deaf community, as many of you may be aware. For years, I have wondered whether a Deaf person's literacy difficulties stem from language deprivation or a learning disability. While we often associate this issue with Deaf parents raising their children, the majority of Deaf children are actually born to hearing parents. This complexity makes it challenging for evaluators to determine whether a child has a learning disability in reading or writing. As a result, many are frequently misdiagnosed when they should be recognized as having language deprivation syndrome.
In 2018, the National Association of the Deaf (NAD) released its "priority proposals," which NAD members voted on to determine immediate priorities. One suggestion was to include language deprivation syndrome (LDS) in both the ICD-10 and DSM-5, a proposal made by Mickey Morales. I supported this initiative; however, it did not make the top five priorities. We must advocate for this inclusion, as it would help identify commonly misunderstood diagnostic categories before appropriate services are provided.
I often work with Deaf college students who are not fluent in English, and I have found that retention can be quite challenging. If we diagnose these students with language deprivation syndrome, we can provide the necessary accommodations and support to ensure their success. Addressing this issue is crucial, yet it is often overlooked.
In 2018, the National Association of the Deaf (NAD) released its "priority proposals," which NAD members voted on to determine immediate priorities. One suggestion was to include language deprivation syndrome (LDS) in both the ICD-10 and DSM-5, a proposal made by Mickey Morales. I supported this initiative; however, it did not make the top five priorities. We must advocate for this inclusion, as it would help identify commonly misunderstood diagnostic categories before appropriate services are provided.
I often work with Deaf college students who are not fluent in English, and I have found that retention can be quite challenging. If we diagnose these students with language deprivation syndrome, we can provide the necessary accommodations and support to ensure their success. Addressing this issue is crucial, yet it is often overlooked.
References
Bunch, G.O. & Melnyk, T.L., (1989). A review of the evidence for a learning disabled, hearing-impaired sub-group. American Annals of the Deaf, 134(5), 297-300.
Hammill, D. D., Leigh, J.E., McHutt, G., & Larsen, S.C. (1981). A new definition of learning disabilities. Learning Disabilities Quarterly, 4,336-342.
Kachman, W. (1999). Identifying learning disabilities in deaf and hard of hearing college students. Conference Proceeding Bridge the Gap Between Research and Practice in the Fields of Learning Disabilities and Deafness, Washington, D.C. (35-43).
LaSasso, C. (1985). Learning disabilities: Let’s be careful before labeling deaf children. Perspectives, 3(5), 2-4.
Morgan, A. & Vernon, M. (1994). A guide in the diagnosis of learning disabilities in deaf and hard-of-hearing children and adults. American Annals of the Deaf, 139, (3), 358-370.
Plapinger, D., & Sikora, D. (1990). Diagnosing a learning disability in a hearing-impaired child: A study case. American Annals of the Deaf, 135(4), 285-292.
Rush, P. & Baechle, C. (1992). Learning disabilities and deafness: An emergency field. Gallaudet Today, 22(3), 20-26.
Sabatino, D. (1983). The house that Jack built. Journal of Learning Disabilities, 16, 26-27.
Bunch, G.O. & Melnyk, T.L., (1989). A review of the evidence for a learning disabled, hearing-impaired sub-group. American Annals of the Deaf, 134(5), 297-300.
Hammill, D. D., Leigh, J.E., McHutt, G., & Larsen, S.C. (1981). A new definition of learning disabilities. Learning Disabilities Quarterly, 4,336-342.
Kachman, W. (1999). Identifying learning disabilities in deaf and hard of hearing college students. Conference Proceeding Bridge the Gap Between Research and Practice in the Fields of Learning Disabilities and Deafness, Washington, D.C. (35-43).
LaSasso, C. (1985). Learning disabilities: Let’s be careful before labeling deaf children. Perspectives, 3(5), 2-4.
Morgan, A. & Vernon, M. (1994). A guide in the diagnosis of learning disabilities in deaf and hard-of-hearing children and adults. American Annals of the Deaf, 139, (3), 358-370.
Plapinger, D., & Sikora, D. (1990). Diagnosing a learning disability in a hearing-impaired child: A study case. American Annals of the Deaf, 135(4), 285-292.
Rush, P. & Baechle, C. (1992). Learning disabilities and deafness: An emergency field. Gallaudet Today, 22(3), 20-26.
Sabatino, D. (1983). The house that Jack built. Journal of Learning Disabilities, 16, 26-27.
