VIDBE-Q 2025 Volume 70 Issue 2
Modifications
As stated above, some of these EBPs will need to be adapted to better serve
children with hearing loss and vision loss depending on the student and their needs.
Modifications may include the use of assistive devices like AAC, braille, hearing
aids, cochlear implants, and FM systems. Students with sensory impairments may
benefit from additional interventions such as explicit instruction, pre-teaching,
modified activities, touch cues, and labels (Luckner et al., 2016). Interventions for
students with sensory impairments may also need to be adapted to include signed
language, communication boards, captions, enhanced contrast or size of materials,
visuals for noise-making objects, and communication partners who are familiar
with sign language or braille.
Szymanski (2012) recommends using modifications such as simple
language, consistency with phrases, individualized schedules, visuals, and a
structured classroom. As Zane et al. (2014) stated, functional and effective
communication must be taught and utilized for students who are DWD. More
research is needed to determine the most effective modifications and
accommodations for this group of students.
Conclusions
There is currently a lack of empirical data to define a theoretical framework
