VIDBE-Q 2025 Volume 70 Issue 2
more challenging behaviors (Bruce & Borders, 2015). The combination of ASD
and hearing loss can exacerbate these challenges (Szymanski, 2012), as can the
presence of a learning disability.
Students communicate in the classroom in a variety of modes, including
signed language, spoken language, braille, eye gaze, behavior, or augmentative and
alternative communication (AAC). For students to follow routines and understand
schedules, they need to have some level of communication, but receptive and
expressive communication can be significant challenges for students with hearing
loss and vision loss. With limited language and communication, students may
become frustrated and exhibit disruptive behaviors. Various factors can impact
language growth and communication for students with sensory impairments, such
as amplification use, communication modes, or an additional disability. Students
with sensory impairments are diverse, and it can be challenging to assess any
individual student's potential and plan for appropriate instruction (Meinzen-Derr et
al., 2009; 2011). Children with ASD, cerebral palsy, and developmental delays
have been found to achieve lower receptive and expressive language outcomes
compared to children with other disabilities (Cupples et al., 2013). To close this
gap between these groups of students, students with sensory impairments need
interventions and supports that can help them increase their language and
communication.
