Students with Significant Cognitive Disabilities and Dual Sensory Loss: NCDB/ATLAS Report
Beginning in 2020, NCDB and Accessible Teaching, Learning, and Assessment Systems (ATLAS) began working together to identify characteristics of students who are deaf-blind and have significant cognitive disabilities, using data gathered by both projects. This resulted in the publication of an extensive technical report in 2021, and the first in what will be a series of briefs based on the report in 2022.
This 163-page report fills a profound gap in our knowledge of school-age students who are deaf-blind and have significant cognitive disabilities.
Brief #1 provides details about this group of students, recommendations for identification, and implications for instruction.
The report is based on an analysis of information on students eligible for statewide alternate assessments from the following two key datasets:
- The National Child Count of Children and Youth Who Are Deaf-Blind – Demographic and other characteristics of children served by state deaf-blind projects
- The First Contact Survey – Teacher-reported characteristics and skills of their students with significant cognitive disabilities enrolled to take the Dynamic Learning Maps® alternate assessments
The First Contact information uses the term dual sensory loss rather than deaf-blindness.
The report analyzes information from the two datasets where they overlap and, perhaps more significantly, provides statistics in areas where research has historically been quite limited, including
- Receptive and expressive communication skills
- Hand use
- Attention to instruction
- Academic skills in reading, writing, math, and science
The findings indicate that students who are deaf-blind face significant challenges in these areas.
The report also includes information on the characteristics of students with cortical visual impairment (CVI), a condition that affects many students who are deaf-blind.
The findings provide essential information to help educators, technical assistance providers, researchers, and policymakers better understand the disparities faced by this population of students and address how to identify them as early as possible and provide instruction and services that promote their learning, skill development, and access to the general education curriculum.