Students with Significant Cognitive Disabilities and Dual Sensory Loss
This report—the result of a collaboration between the National Center on Deaf-Blindness (NCDB) and Accessible Teaching, Learning, and Assessment Systems (ATLAS)—fills a profound gap in our knowledge of school-age students who are deaf-blind and have significant cognitive disabilities.
It is based on an analysis of information on students eligible for statewide alternate assessments from the following two key datasets:
- The National Child Count of Children and Youth Who Are Deaf-Blind – Demographic and other characteristics of children served by state deaf-blind projects
- The First Contact Survey – Teacher-reported characteristics and skills of their students with significant cognitive disabilities enrolled to take the Dynamic Learning Maps® alternate assessments in 17 states
The report analyzes information from the two datasets where they overlap, and perhaps more significantly, provides statistics in areas where research has, historically, been quite limited, including
- Receptive and expressive communication skills
- Hand use
- Attention to instruction
- Academic skills in reading, writing, math, and science
The findings indicate that students who are deaf-blind face significant challenges in these areas.
The report also includes information on the characteristics of students with cortical visual impairment (CVI), a condition that affects many students who are deaf-blind.
The findings provide essential information to help educators, technical [...]