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The purpose of this resource is to support general and special education teachers to foster inclusion for students with sensory disabilities (deaf/hard of hearing, blind/low vision, and deafblindness) through application of High Leverage Practices. A sensory disability refers to any impairment of the senses (sight, sound, taste, smell, touch). For educational purposes, the term most often refers to students who experience loss of vision, hearing, or both. Sensory disability affects access to information. Helen Keller described her experience in this way, “Blindness cuts us off from things, but deafness cuts us off from people.” For students with sensory disabilities placed in general education classrooms, facilitating access to both “things” and “people” should be the goal for the professionals who serve them. With implementation of appropriate classroom accommodations, through Universal Design for Learning, most students with sensory disabilities can access materials and instruction; however, others will need additional supports through intensive tier 2 or tier 3 instruction.
For more information about Universal Design, please visit: Universal Design for Learning: Creating a Learning Environment that Challenges and Engages all Students (IRIS Center)
Blind and low vision students
Blind and low vision students
Legal blindness refers to individuals who have a visual acuity of 20/200 or less in the better eye or a visual field of 20 degrees or less. Students who qualify for educational vision services might have a designation of legally blind, but can also qualify for services without that designation if their visual impairment is found to adversely impact their access to education (IDEA, 2004). Depending on what has been deemed their most appropriate learning media, blind and low vision (B/LV) students might use braille or enhanced print as well as a range of assistive and access technologies. Many blind and low vision students have additional disabilities, such as (but not limited to) physical, neurological, and/or intellectual disabilities. About 90% of students with visual impairments attend at least part of their day in general education classrooms (U.S. Department of Education, 2019). More information about B/LV students can be found from the links below:
Deaf and hard of hearing students
Deaf and hard of hearing students
Deafness most often refers to a person who experiences a severe to profound hearing loss bilaterally. A person is considered hard-of-hearing if they experience a mild to severe hearing loss bilaterally or unilaterally. Culturally Deaf (capital “D”) individuals are those who identify with the Deaf community and typically use American Sign Language (ASL) as their primary mode/language. “Hearing Impaired” is the least preferred term for individuals with hearing loss, although it is the term used for special education eligibility purposes. About 85% of students who are DHH attend at least part of their day in general education classrooms (U.S. Department of Education, 2019). Many DHH students use hearing assistive technology (HAT), such as hearing aids and cochlear implants, however, it is important to remember that HAT does not correct hearing in the same way that glasses correct vision. More information about DHH students can be found from the links below:
Deafblind students
Deafblind students
Deafblindness (DB) refers to a person who experiences a combination of hearing and vision loss to any degree. About 73% of students with deaf-blindness attend at least part of their day in general education classrooms (U.S. Department of Education, 2019). More information about DB students can be found from the links below:
using High Leverage Practices
using High Leverage Practices
Click on the links for specific information.
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