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It details methods used for literature searching, article selection, and data extraction, emphasizing the critical need for robust and culturally sensitive assessment practices. The research identifies key barriers to evaluation, such as communication challenges and the lack of standardized tools, alongside article characteristics that influence study quality. The document outlines target populations and desirable outcomes for d/Dhh student evaluations, highlighting areas like language comprehension, academic achievement, and social-emotional functioning. It concludes by recommending a multi-faceted approach that involves collaboration between educators, audiologists, andSpeech-Language Pathologists, along with advocating for evidence-based practices and the continued development of culturally responsive assessment tools. The aim is to enhance the comprehensive understanding and support of d/Dhh students by improving evaluation methodologies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/advancing-how-we-evaluate-deaf-and-hard-of-hearing-ddhh-students/182933/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/advancing-how-we-evaluate-deaf-and-hard-of-hearing-ddhh-students/182933.png","ImageObject",300,407,{"name":92,"@type":93},"Emma Mercer","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-09-02",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the main barriers to evaluating deaf and hard-of-hearing students?","Question",{"text":112,"@type":113},"Barriers include limited access to language, communication complexity, the need for interpreter-mediated assessments, and a lack of standardized, culturally appropriate evaluation tools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the recommended methods for evaluating d/Dhh students?",{"text":117,"@type":113},"The recommended methods involve systematic literature searches, rigorous inclusion/exclusion criteria, and utilizing evidence-based assessment instruments that are sensitive to the unique linguistic and cultural needs of d/Dhh students.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the key recommendations for practicing professionals?",{"text":121,"@type":113},"Professionals should collaborate with interdisciplinary teams, communicate evidence-based practices, and utilize multi-method, multi-contextual approaches to assessment, ensuring the development of culturally responsive assessment instruments.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},182933,1788350502,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":66,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":129,"read_time":81,"preview_page_count":4},962084925502,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","cbCaicju7pQJctrT","https://ap.wps.com/l/cbCaicju7pQJctrT","pdf",233774,"English","# ABSTRACT\n# BACKGROUND\n# METHODS\n# BARRIERS TO EVALUATION\n# ARTICLE CHARACTERISTICS\n# REFERENCES","[{\"question\":\"What are the main barriers to evaluating deaf and hard-of-hearing students?\",\"answer\":\"Barriers include limited access to language, communication complexity, the need for interpreter-mediated assessments, and a lack of standardized, culturally appropriate evaluation tools.\"},{\"question\":\"What are the recommended methods for evaluating d/Dhh students?\",\"answer\":\"The recommended methods involve systematic literature searches, rigorous inclusion/exclusion criteria, and utilizing evidence-based assessment instruments that are sensitive to the unique linguistic and cultural needs of d/Dhh students.\"},{\"question\":\"What are the key recommendations for practicing professionals?\",\"answer\":\"Professionals should collaborate with interdisciplinary teams, communicate evidence-based practices, and utilize multi-method, multi-contextual approaches to assessment, ensuring the development of culturally responsive assessment instruments.\"}]","Advancing How We Evaluate Deaf and Hard-of-Hearing (d/Dhh) Students | PDF"]