Research Findings

Pn2 Publications

To support positive transition for individuals who are Deaf and hard of hearing, the RES team conducts research to identify and assess evidence-based practices related to transition. See below for a summary of our most recent publication.

Leppo, R.H.T., Cawthon, S.W., & Bond, M.B. (2013). Including deaf and hard of hearing students with co-occurring disabilities in the accommodations discussion. Journal of Deaf Studies and Deaf Education. doi: 10.1093/deafed/ent029

Students who are deaf or hard of hearing (SDHH) are a low-incidence group of students; however, SDHH also have a high incidence of additional disabilities, or SDHH “+”. Many SDHH and SDHH+ require accommodations for equal access to classroom instruction and assessment, particularly in mainstreamed educational settings where spoken English is the primary language. Due to federal legislation, accommodations for SDHH have increased over the past decade, although specific practice recommendations for SDHH+ and their unique needs are still lacking in the research literature. This article presents findings regarding accommodation use by SDHH and SDHH+ from the National Longitudinal Transition Study 2. Initial analysis found no differences in accommodations use of SDHH and SDHH+. However, after comparing specific additional disability groups with the larger overall SDHH group, the investigators found differences in accommodations use for two SDHH+ groups: students who had a learning disability and students with attention deficit hyperactivity disorder. This article includes a discussion of the implications of these findings for both research and practice.

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