VIDBE-Q 2025 Volume 70 Issue 2
Educational Settings
Students who have sensory impairments are placed in a variety of settings,
and receive a variety of additional services, as do students with hearing loss alone
(Luckner et al., 2016). Some students who are DWD are placed in classrooms for
hearing loss, while others are in classrooms for ASD. This may be entirely
appropriate. Borders et al. (2015) stated, "the student's [individual] needs should
be the force behind Individualized Education Program (IEPs) and educational
placements" (p. 216). These students need multiple providers to collaborate to
create the most appropriate program placement and setting to maximize learning
(Luckner et al., 2016). Additionally, the placement of students in one classroom
may be influenced by the availability of a ToDs and TSVIs.
Students who have sensory disabilities frequently need services from
multiple providers, both within and outside the educational field (Borders et al.,
2015; Jackson et al., 2015). Szymanski et al. (2012) noted that a school for the
deaf may specialize in visual and language supports for students with hearing loss
but may lack the expertise needed to teach students with both hearing loss and
ASD. According to Borders et al. (2015), students who require the most services
often receive the least, and the IEP goals and services depend on the student's
educational label. The support these students receive largely depends on how well
professionals collaborate and the availability of services in their area.
