[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-585797-en":3,"detail-sidebar-cat-0-en-105":30,"doc-seo-585797-105":79},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},585797,1099523885074,"Riley West","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",7,"Healthcare","Identifying Dual Sensory Loss in Students With the Most Significant Cognitive Disabilities - NCDB/ ATLAS BRIEF - 1","Explains how to identify dual sensory loss in students with the most significant cognitive disabilities, where hearing and vision impairments may be missed by traditional processes. Summarizes findings from First Contact (FC) survey data of more than 100,000 students in grades 3 through high school participating in Dynamic Learning Maps (DLM) alternate assessments across 17 states in 2017–2018. Reports patterns for known versus suspected dual sensory loss, discusses IDEA classification implications, and outlines practical identification recommendations for educators and IEP teams.","Identifying Dual Sensory Loss in Students With the Most Significant Cognitive Disabilities  \nNCDB/ ATLAS BRIEF  \n\\#1  \nThis brief, co-produced by the National Center on Deaf-Blindness (NCDB) and Accessible Teaching, Learning, and Assessment Systems (ATLAS), provides important information about students with dual sensory loss who also have significant cognitive disabilities, as well as recommendations for identification and implications for instruction. The information is drawn from a more extensive report titled Students with Significant  Cognitive Disabilities and Dual Sensory Loss.  \nKEY TAKEAWAYS  \n• Dual sensory loss can be difficult to identify in students with the most significant cognitive disabilities.  \n• Survey data on nearly 100,000 students with the most significant cognitive disabilities indicated that some have known dual sensory loss, and some have suspected dual sensory loss.  \n• Students with known dual sensory loss tend to have stronger communication and academic skills than those with suspected dual sensory loss.  \n• It is critical to identify dual sensory loss in this population as it is an important first  \nstep to providing essential services to address students’sensory needs so they have opportunities to make progress in the general education curriculum.  \nDATA SOURCES AND METHODS  \n• The First Contact (FC) survey is completed annually. It provides teacher-reported characteristics and skills of students with significant cognitive disabilities who are enrolled to take the Dynamic Learning Maps® (DLM) alternate assessments.  \n• This brief is based on FC Survey data from more than  \n100,000 students in grade 3 through high school who were enrolled in DLM assessments in 17 states during the 2017-2018 school year.  \nIDEA REGULATIONS  \n• The Individuals with Disabilities Education Act (IDEA) classifies a student with deaf-blindness as having both“hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness”(Individuals with Disabilities Education Act, 2006) .  \n• According to IDEA reporting requirements, the primary disability classification for students who have deafblindness and another disability should be multiple disabilities.  \n• A multiple disabilities classification does not necessarily indicate that the student’s IEP team is aware of any dual sensory impairment.  \n[nationaldb.org](nationaldb.org) Identifying Dual Sensory Loss in Students With the Most Significant Cognitive Difficulties | 1  \nKNOWN OR SUSPECTED DUAL SENSORY LOSS  \nUsing teachers’ FC responses about students’ sensory function, rather than disability classification, the report identified additional students who have known or suspected dual sensory loss.  \n• Known dual sensory loss (n = 649) was defined as students who are deaf or hard of hearing and blind or low vision.  \n• Suspected dual sensory loss (n = 870) was defined as students with questionable vision who are deaf or hard of hearing, students who are blind or have low vision and questionable hearing, or students with both questionable vision and hearing.  \nTable 1. Relationship Between Teacher-Reported Hearing and Vision Loss  \nNCDB/ ATLAS BRIEF  \n\\#1  \n\n| HEARING | VISION |  |  |  | TOTAL |\n| --- | --- | --- | --- | --- | --- |\n|  | No vision loss\u003Cbr>suspected | Normal with\u003Cbr>correction | Blind or low\u003Cbr>vision | Questionable |  |\n| No known hearing loss | 63,098 | 23,196 | 3,817 | 2,325 | 92,436 |\n| Deaf or hard of hearing | 1,341 | 1,341 | 649 | 170 | 3,501 |\n| Questionable hearing but inconclusive testing | 605 | 523 | 280 | 420 | 1,828 |\n| TOTAL | 65,044 | 25,060 | 4,746 | 2,915 | 97,765 |\n\nRECOMMENDATIONS FOR IDENTIFICATION  \n• Traditional medical evaluations may not identify sensory loss if students lack the skills to participate in the evaluation process.  \n• Some caregivers ","cbCaiucfphKy167C","https://ap.wps.com/l/cbCaiucfphKy167C","pdf",806179,1,4,"English","en",105,"# Key Takeaways\n# Data Sources and Methods\n# IDEA Regulations\n# Known or Suspected Dual Sensory Loss\n# Recommendations for Identification\n# Prevalence Rates","[{\"question\":\"Why is dual sensory loss difficult to identify in this student population?\",\"answer\":\"Dual sensory loss may not be detected through standard medical evaluations, especially when students cannot fully participate in the assessment process. Misattributions to intellectual disabilities can also delay recognition.\"},{\"question\":\"How does the brief define “known” versus “suspected” dual sensory loss?\",\"answer\":\"Known dual sensory loss includes students who are deaf or hard of hearing and blind or low vision. Suspected dual sensory loss includes combinations of questionable hearing or questionable vision as described in the teacher response categories.\"},{\"question\":\"What actions should IEP teams take if dual sensory loss is recognized?\",\"answer\":\"IEP teams must be willing to revise the student’s initial disability classification so services can address sensory needs and support progress in the general education curriculum.\"}]","Identifying Dual Sensory Loss in Students With the Most Significant Cognitive Disabilities - NCDB/ ATLAS BRIEF - 1 | PDF",1792055960,10,{"code":4,"msg":5,"data":31},[32,37,42,46,51,56,59,64,69,72,75],{"id":20,"doc_module":4,"doc_module_name":33,"category_name":34,"show_sort_weight":35,"slug":36},"Document","Story & Novel",90,"story-novel",{"id":38,"doc_module":4,"doc_module_name":33,"category_name":39,"show_sort_weight":40,"slug":41},2,"Literature",80,"literature",{"id":21,"doc_module":4,"doc_module_name":33,"category_name":43,"show_sort_weight":44,"slug":45},"Exam",70,"exam",{"id":47,"doc_module":4,"doc_module_name":33,"category_name":48,"show_sort_weight":49,"slug":50},5,"Comic",60,"comic",{"id":52,"doc_module":4,"doc_module_name":33,"category_name":53,"show_sort_weight":54,"slug":55},6,"Technology",50,"technology",{"id":11,"doc_module":4,"doc_module_name":33,"category_name":12,"show_sort_weight":57,"slug":58},40,"healthcare",{"id":60,"doc_module":4,"doc_module_name":33,"category_name":61,"show_sort_weight":62,"slug":63},8,"Research & Report",30,"research-report",{"id":65,"doc_module":4,"doc_module_name":33,"category_name":66,"show_sort_weight":67,"slug":68},9,"Religion & Spirituality",20,"religion-spirituality",{"id":67,"doc_module":4,"doc_module_name":33,"category_name":70,"show_sort_weight":67,"slug":71},"World Cup","world-cup",{"id":29,"doc_module":4,"doc_module_name":33,"category_name":73,"show_sort_weight":29,"slug":74},"Lifestyle","lifestyle",{"id":76,"doc_module":4,"doc_module_name":33,"category_name":77,"show_sort_weight":47,"slug":78},19,"General","general",{"code":4,"msg":80,"data":81},"ok",{"site_id":24,"language":23,"slug":82,"title":13,"keywords":83,"description":14,"schema_data":84,"social_meta":138,"head_meta":140,"extra_data":142,"updated_unix":143},"identifying-dual-sensory-loss-in-students-with-the-most-significant-cognitive-disabilities-ncdb-atlas-brief-1","",{"@graph":85,"@context":137},[86,100,120],{"@type":87,"itemListElement":88},"BreadcrumbList",[89,93,95,98],{"item":90,"name":91,"@type":92,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":94,"name":33,"@type":92,"position":38},"https://docshare.wps.com/document/",{"item":96,"name":12,"@type":92,"position":97},"https://docshare.wps.com/document/healthcare/",3,{"item":99,"name":13,"@type":92,"position":21},"https://docshare.wps.com/document/identifying-dual-sensory-loss-in-students-with-the-most-significant-cognitive-disabilities-ncdb-atlas-brief-1/585797/",{"url":99,"name":13,"@type":101,"image":102,"author":107,"headline":13,"publisher":109,"fileFormat":112,"inLanguage":23,"description":14,"dateModified":113,"datePublished":114,"encodingFormat":112,"isAccessibleForFree":115,"interactionStatistic":116},"DigitalDocument",{"url":103,"@type":104,"width":105,"height":106},"https://docshare.wps.com/thumbnails/identifying-dual-sensory-loss-in-students-with-the-most-significant-cognitive-disabilities-ncdb-atlas-brief-1/585797.png","ImageObject",300,407,{"name":9,"@type":108},"Person",{"url":90,"name":110,"@type":111},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":117,"interactionType":118,"userInteractionCount":20},"InteractionCounter",{"@type":119},"ViewAction",{"@type":121,"mainEntity":122},"FAQPage",[123,129,133],{"name":124,"@type":125,"acceptedAnswer":126},"Why is dual sensory loss difficult to identify in this student population?","Question",{"text":127,"@type":128},"Dual sensory loss may not be detected through standard medical evaluations, especially when students cannot fully participate in the assessment process. 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