[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585970-105":59,"doc-detail-585970-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","assessing-dual-sensory-loss-in-students-with-significant-cognitive-disabilities-atlas-brief-3","Assessing Dual Sensory Loss in Students With Significant Cognitive Disabilities - ATLAS Brief - #3","","This ATLAS brief examines students with significant cognitive disabilities who also show suspected dual sensory loss, based on First Contact (FC) Survey teacher reports. Using FC data from more than 100,000 students in grades 3 through high school across 17 states (2017–2018), it estimates nearly 1% (n=870) have suspected dual sensory loss. Findings highlight impacts on communication, engagement in teacher-directed instruction, hand use, and academic skills such as reading and writing.",{"@graph":69,"@context":121},[70,84,104],{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-dual-sensory-loss-in-students-with-significant-cognitive-disabilities-atlas-brief-3/585970/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-dual-sensory-loss-in-students-with-significant-cognitive-disabilities-atlas-brief-3/585970.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How does the brief define “suspected dual sensory loss” for students with significant cognitive disabilities?","Question",{"text":111,"@type":112},"It uses FC Survey cases with questionable vision plus deaf or hard of hearing, or questionable hearing plus blind or low vision, or both questionable vision and hearing; all students also have significant cognitive disabilities.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What percentage of students with suspected dual sensory loss use speech, sign, or AAC?",{"text":116,"@type":112},"Among expressive communication, 26% used speech, 16% used sign, and 40% used augmentative and alternative communication (AAC). For those not using speech, sign, or AAC, 86% communicated using pre-intentional behaviors only.",{"name":118,"@type":109,"acceptedAnswer":119},"How does suspected dual sensory loss relate to engagement in teacher-directed instruction?",{"text":120,"@type":112},"Students with suspected dual sensory loss were reported as less engaged than students with no dual sensory loss, including lower rates of sustaining attention and higher rates of fleeting or little/no attention.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},585970,1792101024,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"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":142,"read_time":143},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Assessing Dual Sensory Loss in Students With Significant Cognitive Disabilities  \nNCDB/ ATLAS BRIEF  \n\\#3  \nStudents with significant cognitive disabilities can meet high expectations if they receive high-quality academic instruction and appropriate educational services and supports. Some, however, do not receive appropriate access to the general education curriculum because educators and families may not realize they have vision and hearing loss. There are many strategies that can help these students engage academically and learn. But first, educators, healthcare providers, and families need to recognize potential dual sensory loss and seek an evaluation.  \nABOUT THE DATA  \nThe data in this brief is from the First Contact (FC) Survey, which collects teacher-reported characteristics and skills of students with significant cognitive disabilities who are enrolled to take the Dynamic Learning Maps® (DLM) alternate assessments. This brief uses FC Survey data collected from more than 100,000 students in grades 3 through highschool in 17 states during the 2017-2018 school year. Additional findings can be found in the report  \nStudents with Significant  Cognitive Disabilities and  Dual Sensory Loss.  \nSTUDENTS WITH SUSPECTED DUAL SENSORY LOSS  \nStudents identified as having suspected dual sensory loss were those in the FC Survey who had questionable vision and were deaf or hard of hearing (170 students); had questionable hearing and were blind or had low vision (280 students); or had both questionable vision and hearing (420 students) . All had significant cognitive disabilities. Based on this definition, nearly 1% of students in the FC Survey (n = 870) had suspected dual sensory loss (see Table 1) .  \nTable 1. Students With Suspected Dual Sensory Loss  \n\n|  | No vision\u003Cbr>loss\u003Cbr>suspected | Normal\u003Cbr>vision with\u003Cbr>correction | Blind\u003Cbr>or low\u003Cbr>vision | Questionable\u003Cbr>vision |\n| --- | --- | --- | --- | --- |\n| No known hearing loss | 63,098 | 23,196 | 3,817 | 2,325 |\n| Deaf or hard of hearing | 1,341 | 1,341 | 649 | 170 |\n| Questionable hearing | 605 | 523 | 280 | 420 |\n\nBecause assessment and instruction typically rely on a student’s ability to access information via hearing and/or vision, it is not surprising that FC Survey data indicated that students with significant cognitive disabilities and suspected dual sensory loss were reported to have challenges with communication, engagement in instruction, and academic skills.  \n[nationaldb.org](nationaldb.org) Assessing Dual Sensory Loss in Students With Significant Cognitive Disabilities | 1  \nIMPACT ON COMMUNICATION AND LEARNING  \nCommunication  \nStudents with suspected dual sensory loss have limited expressive and receptive communication skills.  \nExpressive – 26% used speech, 16% used sign, and 40% used augmentative and alternative communication (AAC). Among those who did not use speech, sign, or AAC, 86% communicated using only pre-intentional behaviors.  \nReceptive – Only a small percentage could consistently (more than 80% of the time) demonstrate certain receptive communication skills, which is lower than students who have significant cognitive disabilities but no dual sensory loss, as shown in Figure 1.  \nNCDB/ ATLAS BRIEF  \n\\#3  \nFigure 1. Receptive Communication Skills  \n\n| \u003Cbr>Students with suspected dual sensory loss\u003Cbr>\u003Cbr>Students with no dual sensory loss | Points to, looks at, or touches things in the immediate vicinity when asked |  17%\u003Cbr>|  |  | 61% |\n| --- | --- | --- | --- | --- | --- |\n|  | Responds appropriately to single words |  11%\u003Cbr>|  | 47% |  |\n|  | Follows two-step directions |  4%\u003Cbr>| 26% |  |  |\n\nNote: Results refer to percent of students who consistently ( > 80% of the time) demonstrated skills.  \nEngagement in Instruction  \nStudents with suspected dual sensory loss were also reported to be less engaged in instruction than students with no dual sensory loss, suggesting that they may not be fully aware of instruction that is presented auditorily ","cbCaihIREsmaOND9","https://ap.wps.com/l/cbCaihIREsmaOND9","pdf",474770,"English","# About the Data\n# Students With Suspected Dual Sensory Loss\n## Estimated Prevalence and Definitions\n# Impact on Communication and Learning\n## Communication\n## Engagement in Instruction\n## Impact on Academic Skills","[{\"question\":\"How does the brief define “suspected dual sensory loss” for students with significant cognitive disabilities?\",\"answer\":\"It uses FC Survey cases with questionable vision plus deaf or hard of hearing, or questionable hearing plus blind or low vision, or both questionable vision and hearing; all students also have significant cognitive disabilities.\"},{\"question\":\"What percentage of students with suspected dual sensory loss use speech, sign, or AAC?\",\"answer\":\"Among expressive communication, 26% used speech, 16% used sign, and 40% used augmentative and alternative communication (AAC). For those not using speech, sign, or AAC, 86% communicated using pre-intentional behaviors only.\"},{\"question\":\"How does suspected dual sensory loss relate to engagement in teacher-directed instruction?\",\"answer\":\"Students with suspected dual sensory loss were reported as less engaged than students with no dual sensory loss, including lower rates of sustaining attention and higher rates of fleeting or little/no attention.\"}]","Assessing Dual Sensory Loss in Students With Significant Cognitive Disabilities - ATLAS Brief - #3 | PDF",1792056476,13]