This special issue expands our understanding of literacy and language development of individuals who are d/Deaf and hard of hearing (d/DHH), with a focus on those with a Southeast Asian background. These studies highlight the different research methodologies that can be utilized when researching a low-incidence population in a particular region…

Given the role of education in shaping social ideology, there is value in considering how learning spaces affect students' perceptions of inclusivity and social justice. This paper posits that ability as a central focus in education can intersect with marginalization arising from race, gender, class, and indigeneity, towards potential…

Approximately 65% of young children with visual impairments have another disability such as developmental delay, cerebral palsy, or hearing loss. Furthermore, cerebral/cortical visual impairment is the most prevalent visual condition among young children with severe visual impairment in the United States (Hatton et al., 2013). This article…

Although there are documented benefits and legislative mandates for children from birth through age 22, assistive technology (AT) is highly underused, especially among young children (Dunst & Trivette, 2011). One of the main reasons for this underuse is that while teachers are legally required to provide AT for children with disabilities, many…

Assistive technology (AT) for students with visual impairments (VI) is an essential part of their educational program. AT allows students to develop skills, engage in the academic environment, and function independently. Despite the Individuals With Disabilities Education Act (IDEA) mandate for AT as part of a student's Individualized Education…

Effective teaching strategies to modify classroom instruction for students who are deaf or hard of hearing are presented. The authors share principles that guide these instructional strategies and complement current pedagogy. Examples of applying instructional modifications using real classroom scenarios are included under each principle.

Audiovisual Translation (AVT) and Assistive Technology (AST) are two fields that share common grounds within accessibility-related research, yet they are rarely studied in combination. The reason most often lies in the fact that they have emerged from different disciplines, i.e. Translation Studies and Computer Science, making a possible combined…

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all children in quality…

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to…

This report continues the series in which Education Scotland evaluates the quality of young people's learning and achievements, in this case in the technologies. The report contributes to the overall picture of what it is like to be a learner in a Scottish early learning or childcare setting or school in this second decade of the 21st Century. The…

Auditory perception with cochlear implants (CIs) enables the majority of deaf children with normal learning potential to develop (near) age-appropriate spoken language. As a consequence, a large proportion of children now attend mainstream education from an early stage. The acoustical environment in kindergartens and schools, however, might be…

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. It has been collaboratively designed, implemented and revised to serve as the common vehicle to meet federal grant requirements for both the State/Multi-State and National…

Over the past 10 years, the numbers of students with physical disability who are being educated in inclusive or universal design for learning (UDL) classrooms have been increasing steadily. These students are expected to complete grade-level assignments, but not all of them are provided the necessary supports to do so. Many teachers in inclusive…

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Consortium on Deaf-Blindness (NCDB),…

Using a socio-historical perspective to explain social interaction and taking advantage of information and communication technologies (ICTs) currently available for creating digital learning environments (DLEs), this paper seeks to redress the absence of empirical data concerning technology-aided social interaction between autistic individuals. In…