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Working with Dual Diagnoses: A Survey of Teachers Serving Deaf or Hard of Hearing Children Who Have Autism Spectrum Disorder

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Abstract

Although a sizable minority of students who are deaf or hard of hearing (DHH) are also diagnosed with autism spectrum disorder (ASD), there is little research examining teachers’ feelings of aptitude for working with these students, nor the instructional strategies used with this population. This study reports results from a researcher-designed survey of teachers working with children who are both DHH and have ASD. Our results suggest that teachers working with this population felt under-resourced, under-prepared, and under-supported in their work with dually diagnosed students. Perhaps as a result, participants tended to use instructional strategies common to their certification area. We identify a need for cross-training teachers across disability areas. In addition, we call for research that tests the applicability of practices in either Deaf Education or ASD Education for dually diagnosed children who may have needs that are unique from children either group.

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Acknowledgments

The authors would like to acknowledge Tatianna Lee and Susan Kershaw, graduate research assistants in the Deaf Education M.A.T. program at Georgia State University, without whom this research would not have been possible.

Author information

Authors and Affiliations

  1. College of Education & Human Development, Georgia State University, P.O. Box 3980, Atlanta, GA, 30302-3980, USA

    Jessica A. Scott & Sarah Grace Hansen

Authors
  1. Jessica A. Scott
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  2. Sarah Grace Hansen
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Corresponding author

Correspondence to Jessica A. Scott.

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Conflict of interest

Jessica A. Scott and Sarah Grace Hansen declares that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Appendix

Appendix

Survey instrument without demographic questions

On a scale of 1-4, rate how strongly you agree or disagree with the following statements.

 

1: Strongly disagree

2: Disagree

3: Agree

4: Strongly agree

I had the resources to provide appropriate instruction for this child.

    

I had appropriate training to meet the needs of this child.

    

I knew who to call when I had questions about this child.

    

The needs of this child were different than any other children in my care.

    

Which of the following educational practices do you use in your classroom? (Select all that apply).

Repeated viewings of a text in American Sign Language

Functional communication training

Language experience activities

Video modeling

Chaining/sandwiching

Peer modeling

Use of visual supports

Labeling with words/signs

Naturalistic teaching strategies

What type of educational setting do you work in?

Deaf education residential school

Deaf education self-contained classroom in a public school

Deaf education resource classroom in a public school

A special school for children with ASD

A special school for children with disabilities

Public school ASD specialist/BCBA

Day school for the deaf

What is your highest level of education?

Associate’s degree

Bachelor’s degree

Master’s degree

Advanced graduate certificate

Doctoral degree

What are your educational certification areas? (Select all that apply)

Deaf education

Autism specialist

BCBA

Early childhood education

Elementary education

Secondary education

How many years of experience do you have teaching?

< 1 year

1–5 year

6–10 year

11–15 year

16–20 year

> 20 year

In what state do you work?

 

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Scott, J.A., Hansen, S.G. Working with Dual Diagnoses: A Survey of Teachers Serving Deaf or Hard of Hearing Children Who Have Autism Spectrum Disorder. J Autism Dev Disord 50, 1539–1552 (2020). https://doi.org/10.1007/s10803-018-3707-6

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  • DOI: https://doi.org/10.1007/s10803-018-3707-6

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