Samantha Flickinger
October 12th, 2022
What does it mean to be Deaf plus? Deaf plus is a term used for individuals who
are not only Deaf or Hard of Hearing but have other diagnoses, as well. This can
include autism and intellectual disability (ID) but is not limited to these
specific disabilities. For students who are Deaf plus, it is imperative during
their schooling that they receive the accommodations and interventions necessary
to help the student reach their academic potential. Without academic
interventions being utilized, students may not understand what is going on in
the class or be able process the material. Every student has different academic
challenges and needs, which means interventions vary and need to be
individualized for every student.
While there is a high need for interventions/accommodations to be used, there
has not been much research done on specific interventions for students, who are
Deaf plus. In my experience as a Teacher of the Deaf and Hard of Hearing (TODHH),
who works with students that are identified as Deaf plus, you go through many
phases of trial and error to find what works best for each student individually. According to Bradley, et al, “...we’re
making the most of the situation by blending common sense, proven teaching
strategies for students who are deaf or hard of hearing, and the expertise of a
variety of other educational fields.” (Bradley, et al., 2008, p. 18). An
intervention that can be useful to help gain and maintain communication skills
are alternative and augmentative communication devices (AAC devices) or Picture
Exchange Communication Systems (PECS). Another intervention that many students
who are Deaf plus may need are social skills training. Students who are Deaf
plus can struggle with understanding social cues and boundaries. Both of these
interventions are things that are used daily in my classroom and are extremely
beneficial for my students.
The first intervention for students who are Deaf plus that can be extremely
useful is having an AAC device or using PECS. An AAC device can range in
complexity, for example, some AAC devices utilize technology while some utilize
objects, picture cards, etc. These devices are especially helpful for students
that have trouble with gaining language skills. For example, one of the students
I work with utilizes an AAC device to be able to expand on what they are talking
about or asking for. This particular student can form some signs but struggles
making the correct formation and only communicates using one word sentences when
signing, so the AAC device allows them to request items they may not be able to
sign or allows them to build sentences. PECS can be utilized as a way
for students to quickly express their wants and needs. Students who are deaf
plus, can have a difficult time learning and retaining ASL knowledge and skills
or may have difficulty physically forming the sign. According to Nelson and
Bruce, “Sign language frequently plays an important role in communication in
children with DHH-ID, however, important considerations when teaching sign
language are degree of ID, short-term memory skills, ability to physically form
signs, and the environment.” (Bruce & Nelson, 2019, p. 10). This shows just some
of the many factors that can contribute to why a student would need to utilize
such devices.
Another intervention that is important is social skill training. According to
Hyte, “...appropriate behaviors are explicitly taught and practiced; it is not
assumed that students know socially appropriate behaviors…” (Hyte, 2017, p. 77).
The students in my classroom are not only Deaf plus, but also have behaviors, so
social skills training is worked on daily. The social skills that are worked on
differ between each student and their specific needs. For example, I have two
students in my classroom and one needs to develop an understanding of social
boundaries, while the other student needs to work on calming skills and managing
behaviors. Working on social skills is embedded daily into classes and other
activities, whether it be indirectly working on them or explicitly practicing
them. Social
skills can be taught by breaking the skills down into manageable steps for the
student to practice and by reading social stories that correlate. Each student
has different social needs and challenges that will need to be attended to.
As a TODHH, I have experienced that while there has not been much research done
into specific interventions or accommodations for students, who are Deaf plus,
teachers have been working to find what fits their students best. Many students,
however, will need help gaining and maintaining communication and social skills.
This can be done using AAC devices, PECS, and by indirectly and explicitly
teaching social skills.
Citations
Bradley, L. A., Krakowski, B., & Thiessen, A. (2008). With Little Research Out
There It's a Matter of Learning What Works in Teaching Students with Deafness
and Autism. Odyssey, 9(1), 18.
Hyte, H. (2017). SUPPORTING TEACHERS OF STUDENTS WHO ARE DEAF PLUS: PERCEPTIONS
IN PROVISION OF SUPPORTS AND RESOURCES . The University of Utah, 77–77.
Retrieved from https://core.ac.uk/download/pdf/276263227.pdf.
Nelson, C., & Bruce, S. M. (2019). Children who are deaf/hard of hearing with
disabilities: Paths to language and literacy. Education Sciences, 9(2), 134.
https://doi.org/10.3390/educsci9020134
Notes: