Considerations, Conceptualizations, and Challenges in the Study of Concomitant Learning Disabilities Among Children and Adolescents Who Are Deaf or Hard of Hearing

Abstract

In recent years, there has been increasing concern about the identification of and provision of appropriate services to children and adolescents who are deaf and hard of hearing (D/HH) and who have concomitant learning disabilities (LD). Although it is unclear just how many youths who are D/HH also might have educationally significant learning problems, results from limited survey research and clinical practice provide evidence that such a group exists and that a significant portion of the school-age population of children and adolescents who are D/HH comprise a subgroup of youths who have concomitant LD. The overriding interest of those who advocate the cause of children and adolescents who are D/HH with concomitant LD is in finding effective ways to help these youths acquire future academic competence and attain competent levels of psychosocial functioning and emotional well-being. With creative research efforts and efficacious approaches to psychoeducational practice, we can seize the opportunity to establish high-quality diagnostic and educational services for children and adolescents who are D/HH and who have accompanying LD and set the stage to optimize positive developmental, academic, vocational, social, and economic outcomes for these youths.