Date of Award
5-2006
Degree Type
Report
Degree Name
Master of Science (MS)
Department
Psychology
Committee Chair(s)
Donna Gilbertson
Committee
Donna Gilbertson
Committee
J. Freeman King
Committee
James Blair
Abstract
Although the identification of learning disabilities (LD) is a viable means to provide appropriate
instructional and support services for students with academic difficulties, there is a limited
knowledge base about the identification, assessment, and intervention of and for LD in deaf and
hard of hearing (D/HH) students. Given the potential consequences of test results, this review
examined current and recent developments in the field of learning disabilities concerning the
conceptualization of learning disability and the validity and empirical support of earlier
identification methods and various assessment identification options with D/HH students.
Challenges to the process and the need for additional assessment and empirically validated
treatment options are discussed. Until future research provides more explicit guidelines, a case
example with a proposed framework and troubleshooting for critical areas that may interfere
with accurate data-based decision-making is suggested for defining LD that school psychologists
can incorporate in current practice.
Recommended Citation
Ferre, Scot, "Examination of the Issues and Scientific Evidence for the Identification process of Deaf and Hard of Hearing Individuals with Learning Disabilities to Enhance Academic Outcomes" (2006). All Graduate Plan B and other Reports, Spring 1920 to Spring 2023. 984.
https://digitalcommons.usu.edu/gradreports/984
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