Analysis of the individualized education programs for students with deafness/hearing impairment and learning disabilities

Literature in the field of deaf education has addressed the existence of a subgroup of students with deafness/hearing impairment (D/HI) who also have learning disabilities. Suggestions addressed the different learning characteristics presented by the learning disability.

The purpose of this study was to determine whether the unique educational needs of students with deafness/hearing impairment and additional learning disabilities (D/HI/LD) were being met as represented in Individualized Education Programs (IEPs) developed for these students. Procedural and instructional components were examined.

IEPs for ten students with D/HI/LD were matched with those of ten students with D/HI. Student characteristics were matched in the areas of approximate age/grade level, intelligence, degree of hearing loss, age when educational services began, parental participation, and communication mode.

Procedural components and instructional components of the IEPs were initially examined using a specialized scoring guide. Presence or absence of items related to federally mandated requirements in the Individuals With Disabilities Education Act (IDEA) including its amendments were recorded and compared between the two groups of students. Then, the number of occurrences for items in the instructional component was recorded and compared between the two groups of students.

Next, the IEPs were examined by two groups of teachers, special educators, and general educators, to record their accuracy in examining the IEPs to determine which one in the matched set represented the student with the learning disability- Responses were documented on forms as well as by tape recordings. Responses were compared to determine factors used by each group in examining the IEPs.

Then, IEPs were examined in the areas of difference noted previously, modifications, goals, and objectives, to provide additional information about differences in educational programming for the two groups. In all of these areas, IEPs indicated a greater number as well as more specificity in modifications, goals, and objectives developed by the IEP committees.

IEPs for students with D/HI/LD addressed differences in educational programming that reflected the additional learning disability. The researcher recommended implications for special educators, IEP committees, ongoing teacher training, and identification of students with D/HI/LD.