Social support has shown itself to be an important factor in many areas in regard to mental health development and conservation. Numerous empirical findings also document its significance in various areas of research into deafness. Questionnaires are only one means of gathering information when we are trying to gain access to the social networks…

The severity of deafness can obscure the presence of other disabilities that may accompany genetic anomalies, such as occur in Alport and Usher syndromes. Recent advances in genetics have heightened attention to various disabilities and dysfunctions that may coexist with deafness. Failure to recognize these additional disabilities when they occur…

An orientation to autistic spectrum disorders (ASD), also known as autism, is provided, and the specific syndrome of autism and deafness is addressed. The two conditions have in common a major problem: communication. Case histories are provided, the development of treatment for autism is discussed, and the separate disorders that make up ASD are…

Students with a hearing loss often have an additional disability. Although the number of deaf students with multiple disabilities is growing, research on this population has significantly decreased over the past quarter-century. The article reviews the literature on identification and placement of deaf students with multiple disabilities,…

Three pilot studies suggested that deaf multiply disabled students (ages 15-18) can learn and implement self-control strategies while becoming more independent and engaging in more age-appropriate prosocial behavior. Use of the skills was maintained and appeared to generalize to other school and nonschool environments. (CL)

Postsecondary services should be planned for three groups of multihandicapped deaf students: those needing independent living skills, those seeking direct occupational preparation, and those seeking and able to profit from an academic program. Seven guidelines are suggested for program planning and delivery. (Author)

The increased numbers and additional handicaps of deaf students born in the 1963-65 rubella epidemic require not more postsecondary programs, but rather strengthened programs and rehabilitation approaches to vocational and independent living skill training. (Author/CL)

A review of the literature concluded that (1) hearing impairment and any additional handicapping condition constitutes a multihandicap; (2) one-third of all hearing-impaired students are estimated to be multihandicapped; (3) appropriate school programs are lacking; (4) there is a scarcity of teacher training programs in this area; and (5) training…

Described is the comprehensive residential program for deaf multihandicapped students at the California School for the Deaf, Riverside. (CL)

The authors discuss the incidence of impairments diagnosed among children with congenital rubella syndrome. Approximately 73 percent are hearing impaired, at least 35 percent have congenital heart disorders, and 33 percent have visual defects. (Author)

A review of annual survey data revealed that hearing impaired children under age 6 reported in 1984, when compared to those reported in 1977, tended to be younger; had higher percentages of heredity, meningitis, and prematurity as causes of hearing loss; and were more likely to have additional handicaps. (CL)

The software programs "Toddlers' Tutor" and "Story Machine" have been used along with fingerspelling and sign language interpretation with deaf and mentally retarded students. Improvements have been noted in the reception/expression of basic and expanded forms of signed and written language. (Author/CL)

The Hearing Handicapped Program in Jefferson County Public Schools, Colorado, uses microcomputer technology for instruction of hearing impaired students with or without additional handicaps. Applications include drill and practice, tutoring, simulation, problem solving, and communication. (CL)