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Students who are Deaf with Disabilities (DWD) comprise an extremely heterogeneous population. Similar to students who are d/Deaf or hard of hearing (DHH), students who are DWD vary in terms of degree, type, and age at onset of hearing loss, amplification, and preferred communication method. However, students who are DWD are also diverse in terms of type, etiology, and number and severity of disability(ies). Presented in this article is an overview of DWD followed by foci on Deaf with learning disabilities, Deaf with intellectual disabilities, Deaf with autism spectrum disorder, and deafblindness. Particular attention is given to communication, language, and literacy development.

Play skills are central to development of children's language and cognitive skills. However, social, symbolic, and object play skills of children with autism spectrum disorder (ASD) are frequently impaired. This study examined the effects of a strategy that utilized preferred play materials, antecedent creative dance activities, and priming of complex play with preferred play materials within dance activities on play behaviors of children with ASD during learning centers in inclusive preschool classrooms. Measured play skills included social play, specific social play levels, and play complexity. The strategy was successful in increasing skills in all three areas. However, skill maintenance was limited.

Children with autism spectrum disorder (ASD) may encounter difficulties in various aspects of play, including successful entrance into playgroups. This article describes the practical and applied use of an empirically validated strategy that uses graphic symbols to teach young children with ASD to request entrance into playgroups.

The coeditors of an "American Annals of the Deaf" special issue on deafblindness introduce readers to critical issues surrounding children and youth who are deafblind. These issues--early identification, communication, social-emotional needs, family and multicultural issues, universal design and assistive technology, transition planning, and personnel preparation--are explored further in the articles that follow. By way of introduction, the present article provides definitions of deafblindness and a discussion of the heterogeneous nature of the population. The history of the field of deafblindness is then explored in terms of three distinct population shifts, from (a) individuals of the 18th and 19th centuries who became deafblind due to illness, to (b) the influx of individuals with congenital rubella syndrome in the 1960s who had disabilities besides deafblindness, and (c) the current population of children and youth with deafblindness, which includes individuals with other complex disabilities.

In a synthesis of the research, the authors present findings from communication and literacy studies conducted with children and youth with deafblindness, ages 0-22 years, and published in peer-reviewed journals, 1990-2015. Findings are organized within the structure of the four aspects of communication: form, function, content, context. The studies implemented child-guided and systematic instructional approaches. Studies on form addressed tangible representations, gestures, pictures, and technologies to increase expressive communication rates, and included research focusing on specific functions. Most of the research on context addressed the coaching of adult communication partners to improve responsiveness. Research on communication by children who are deafblind has focused almost exclusively on improving expressive communication. Therefore, there is a need for research on receptive communication and comprehension. In the area of literacy, studies are needed on emergent literacy and reading and writing interventions for children who are deafblind.

Students who are deafblind are a unique population with unique needs for learning, communication, and environmental access. Two roles have been identified as important to their education: teacher of the deafblind and intervener. However, these roles are not officially recognized in most states. Because of this lack of recognition and the low incidence of deafblindness, it is difficult to sustain systems that prepare highly qualified personnel with advanced training and knowledge in educational strategies for children and youth who are deafblind. The authors propose a comprehensive system of personnel development (CSPD) for deafblind education. The components of this system are standards, preservice training, in-service/professional development, leadership development, research, and, finally, planning coordination, and evaluation. The authors describe elements of the model that are being implemented and provide suggestions to support the future development of a comprehensive system.

Self regulation has been identified as essential to school success. However, for a variety of reasons, its development may be compromised in children and youth who are deafblind. A single-case multiple baseline study of a child who was deafblind examined the effects of three groups of evidence-based interventions on variables thought to be associated with self-regulation. The dependent variables were (a) frequency and duration of behaviors thought to indicate dysregulation, (b) active participation in school activities, and (c) time from onset of behaviors indicating dysregulation until achievement of a calm, regulated state. The interventions, which included provision of meaningful, enjoyable, and interactive activities, anticipatory strategies, and calming strategies, significantly influenced the dependent variables and are described in detail.

Children and youth who are deafblind with multiple disabilities have several identified risk factors for experiencing toxic levels of stress, and such stress is known to impair physical, mental, and emotional health. This single-case multiple baseline study examined the frequency and duration of behaviors thought to indicate stress, the duration of active participation in class activities, and the effect of the stress hormone salivary cortisol to determine the extent to which participating students with deafblindness were experiencing stress and how it affected their behavior and participation in school activities. Examined were three groups of intervention strategies designed to decrease stress and its behavioral manifestations and, at the same time, increase active participation. The selected intervention strategies did significantly lower behaviors that had been thought to indicate stress and concomitantly increased active participation. However, sampled salivary cortisol demonstrated only one instance of actual toxic stress. This finding is discussed from the perspective of delineated protective factors against toxic stress.

The C3LC project produced a distinct body of knowledge and resources for teachers, which have been reflected in the contents of this special issue of Social Education. The project also provided important lessons about professional learning through teacher-driven collaborative inquiry. I will summarize some of the most important ones in this article.

The author is a strong proponent of incorporating the Content and Process Standards (NCTM 2000) into the teaching of mathematics. For candidates in her methods course, she models research-based best practices anchored in the Standards. Her students use manipulatives, engage in problem-solving activities, listen to children's literature, and use technology to experience firsthand how these instructional strategies might benefit their own students. In this article, the author discusses the Math-Box project in which teacher candidates were given the chance to present and reflect on math lessons that include the use of children's literature and manipulatives. Themes that emerged throughout candidate reflections are also shared.

Crucial to the successful inclusion of young children with disabilities is the premise that benefit occurs when children socialize with peers and are actively involved in preschool activities including play. Playgroups are often primary to learning in typical preschool classrooms since it is within playgroups that preschool-age children learn both preacademic and social skills. However, this critical avenue of learning is often closed to young children with autism who may have difficulty initiating play interactions with other children. This study examined the effects of a visual intervention strategy on the play initiations of four young children with autism in inclusive preschool classes. The strategy was successful in increasing the play initiations of the participating young children with autism. At the same time, the children's engagement time within playgroups concomitantly increased, as did the sophistication level of their play. (Contains 1 table and 3 figures.)

Is it appropriate and useful for evaluators to use findings to make recommendations? If so, under what circumstances? How specific should they be? This article presents a decision-making framework for the appropriateness of recommendations in varying contexts. On the basis of reviews of evaluation theory, selected evaluation reports, and feedback from American Evaluation Association presentations, the authors present a description of contextual variables likely to affect the making of recommendations (e.g., use context, evaluator role) and a typology of potential recommendations. To enhance the utility of the tools presented, the authors summarize the available literature and present key arguments for and against the provision of various types of recommendations in given contexts. This work is designed to be a step toward creating a more systematic process for considering the use of recommendations by providing evaluators with a comprehensive tool for reflection and decision making.

Three children (ages 3-4) with disabilities were successfully taught functional communication behaviors using select augmentative and alternative communication (AAC) devices. Acquisition of AAC behaviors resulted from an intervention strategy that included creating communicative opportunities, providing a peer or teacher model of the behavior, prompting the behavior, and providing natural consequences. (Contains references.) (Author/CR)

This article describes a framework for assessing young children with severe multiple disabilities. The assessment is child-led and examines underlying processes of learning, including biobehavioral state, orienting response, learning channels, approach-withdrawal, memory, interactions, communication, and problem solving. Case studies and a sample protocol illustrate the method and suggestions for intervention. (Contains references.) (Author/PB)

This study evaluated data from 73 educational team members who used an updated version of the Vermont Interdependent Services Team Approach (VISTA) to assist them in planning support services for 11 students with multiple disabilities in general education classes. The changes were perceived positively, especially the overall quality, practicality, and substantive involvement of parents and general education teachers. (Contains references.) (Author/DB)

A study examined the changes in team membership for 18 students with deaf-blindness from 1994-95 to 1997-98. Findings highlight the many people who are involved in each student's education and the high level of turnover among professional staff. Implications for managing changes in team membership are discussed. (Author/CR)