Deaf Students and Math

CSign · 06-15-2012, 03:21 PM

Does anyone know of any good resources/articles/papers on deafness and how it can impact how a student learns and becomes proficient in math? I recall reading somewhere in the past that math is one other area that can be challenging for deaf students, but I'm having a hard time finding anything worthwhile.

Any productive information would be much appreciated.

**Bottesini** · 06-15-2012, 03:35 PM

Quote:

Originally Posted by CSign

Does anyone know of any good resources/articles/papers on deafness and how it can impact how a student learns and becomes proficient in math? I recall reading somewhere in the past that math is one other area that can be challenging for deaf students, but I'm having a hard time finding anything worthwhile.

Any productive information would be much appreciated.

Strategies for Teaching Math to Deaf Students

CSign · 06-15-2012, 03:47 PM

Quote:

Originally Posted by Bottesini

Strategies for Teaching Math to Deaf Students

Thanks Bott. Part of what I'm also looking for is information/evidence demonstrating that historically DHH students have a more difficult time with math in addition to language.

I'll read that link when I have time to focus

**DeafBadger** · 06-20-2012, 11:26 PM

I remember in mainstreamed math class (3rd grade) the teacher would have each (hearing & me) student stand up, and answer her question: What is 3 times 5? What is 6 times 1?

Except that I couldn't hear what she said, so I'd bluff by saying any number or say that I didn't know. Hoped that someone would realize I didn't hear the teacher, but no one did.

CSign · 06-21-2012, 12:15 AM

Quote:

Originally Posted by DeafBadger

I remember in mainstreamed math class (3rd grade) the teacher would have each (hearing & me) student stand up, and answer her question: What is 3 times 5? What is 6 times 1?

Except that I couldn't hear what she said, so I'd bluff by saying any number or say that I didn't know. Hoped that someone would realize I didn't hear the teacher, but no one did.

That's terrible

Did you end up feeling confident/proficient in math?

Lau2046 · 06-21-2012, 05:52 AM

I lost my hearing to Rubella and my specific targeted learning disability is in math which also makes learning foreign languages difficult, reading music and many others. It's well documented that people with hearing loss (depending on what caused the loss) also have learning disabilities. They tend to go hand in hand. You could ask someone here - it's a great site:

LD OnLine: The world's leading website on learning disabilities and ADHD

VacationGuy234 · 06-21-2012, 06:44 AM

The problem is how we teach math and science. I'm sure being deaf can add to those problems. We teach people math through abstract concepts without connecting it to the real world. I had some of the worst math teachers and it wasn't until someone I knew told me they were bad that I realized it.

To be fair, a lot of what you learn in math you are not going to use in the real world and if you had to there is a computer to do it. But still, it's not making us any smarter.

We don't teach people math we teach people how to pass tests. It's like teaching you about a hammer, you know how it works but you don't know when to use it.

Frisky Feline · 06-21-2012, 07:06 AM

I used to be good at Math and I did pass the NY regents exams. That was over 90 percents. Thanks to my old Deaf ASL User Teacher. I am not the alone who passed the NY regents exams, and most of my Deaf classmates passed as well, under the same Deaf Asl User Teacher.

Don't know what to tell ya.

Frisky Feline · 06-21-2012, 07:43 AM

Quote:

I recall reading somewhere in the past that math is one other area that can be challenging for deaf students, but I'm having a hard time finding anything worthwhile.

Really? Math ? challenging for deaf students???

During my time, there were ALMOST all of Deaf/Hoh (most of strong ASL users) and a several Deaf Foreigner teachers were at business deptment at Gallaudet University. I also know a lot of Deaf (asl users) work as finance jobs anywhere.

**Jiro** · 06-21-2012, 11:16 AM

Quote:

Originally Posted by CSign

Does anyone know of any good resources/articles/papers on deafness and how it can impact how a student learns and becomes proficient in math? I recall reading somewhere in the past that math is one other area that can be challenging for deaf students, but I'm having a hard time finding anything worthwhile.

Any productive information would be much appreciated.

probably because this is a foreign concept. very very foreign to me. it's as foreign as "white people can't jump" in basketball

just take your kid to Kumon

**Jiro** · 06-21-2012, 11:17 AM

Quote:

Originally Posted by VacationGuy234

The problem is how we teach math and science. I'm sure being deaf can add to those problems. We teach people math through abstract concepts without connecting it to the real world. I had some of the worst math teachers and it wasn't until someone I knew told me they were bad that I realized it.

well.... it's not because you're deaf. it's because you had a crappy math teacher.

Quote:

Originally Posted by VacationGuy234

To be fair, a lot of what you learn in math you are not going to use in the real world and if you had to there is a computer to do it. But still, it's not making us any smarter.

no you cannot use a computer to do it for you if you don't know how to do math yourself.... unless you mean using a calculator to do some adding/subtracting when doing your bills.

Quote:

Originally Posted by VacationGuy234

We don't teach people math we teach people how to pass tests. It's like teaching you about a hammer, you know how it works but you don't know when to use it.

I don't see how is that possible in math. how do you teach people to pass test if they don't know math?

**DeafBadger** · 06-21-2012, 11:26 AM

Quote:

Originally Posted by CSign

That's terrible

Did you end up feeling confident/proficient in math?

No, I was placed in remedial math classes several times after that, through junior high. Had a lot of trouble in high school math classes. To the point where a teacher said I shouldn't consider college since the math would be "too hard for me." I do very well in every other subject, there's no reason why math should be particularly difficult.

In current college attempt, the student accessibility director encouraged me to "suspend disbelief" and keep at it, and I managed to pass Algebra with a C. I was a nervous wreck about it though. I think I could have done better without the baggage, though.

I'm taking Intro to Statistics now, during the summer, and again, I'm a nervous wreck about it, and I'm not doing well, because I'm not catching enough in class. Teacher is rushed (8 week class), I hardly catch a single word he says. The remote transcriptionist (CART) is only giving me 2-4 words out of each 1-2 sentences the teacher says (sometimes nothing at all, I've explained this to student accessibility several times, but they won't spend the extra money to get remote captioning from NTID, for example), and the transcriptionist's "sentences" on-screen don't make much sense most of the time.

My only chance in that class is to read every single page in the textbook, do every exercise, and go to tutoring every day. The classroom experience itself is a joke. And I'm paying them out of pocket during the summer because VR doesn't cover summer classes. Ha!

Long story short, I think I can do well in math, but there's a lot of mental blockage about math to get past, in order to convince myself I'm not a dummy at math.

I was even tested for learning disability in grade school, and it was found I do not have a learning disability. Just bad teachers, I guess, and an inappropriate teaching method for deaf/hoh students.

Lau2046 · 06-21-2012, 05:37 PM

Quote:

Originally Posted by DeafBadger

No, I was placed in remedial math classes several times after that, through junior high. Had a lot of trouble in high school math classes. To the point where a teacher said I shouldn't consider college since the math would be "too hard for me." I do very well in every other subject, there's no reason why math should be particularly difficult.

In current college attempt, the student accessibility director encouraged me to "suspend disbelief" and keep at it, and I managed to pass Algebra with a C. I was a nervous wreck about it though. I think I could have done better without the baggage, though.

I'm taking Intro to Statistics now, during the summer, and again, I'm a nervous wreck about it, and I'm not doing well, because I'm not catching enough in class. Teacher is rushed (8 week class), I hardly catch a single word he says. The remote transcriptionist (CART) is only giving me 2-4 words out of each 1-2 sentences the teacher says (sometimes nothing at all, I've explained this to student accessibility several times, but they won't spend the extra money to get remote captioning from NTID, for example), and the transcriptionist's "sentences" on-screen don't make much sense most of the time.

My only chance in that class is to read every single page in the textbook, do every exercise, and go to tutoring every day. The classroom experience itself is a joke. And I'm paying them out of pocket during the summer because VR doesn't cover summer classes. Ha!

Long story short, I think I can do well in math, but there's a lot of mental blockage about math to get past, in order to convince myself I'm not a dummy at math.

I was even tested for learning disability in grade school, and it was found I do not have a learning disability. Just bad teachers, I guess, and an inappropriate teaching method for deaf/hoh students.

I had a low life professor of English tell me I "couldn't cut it" as a college student. I showed the bastard by hanging in till I got my M.Ed. I might add that I had to hire a lawyer twice (ungrad & graduate level) because the college refused to accommodate my math disability - and prevented other colleges/universities from accommodating me as well when I tried to take the math requirements off campus. Having a disability in math is harder than hearing loss - you deal with idiots carrying Ph.Ds every damn day.....

***naisho*** · 06-21-2012, 05:45 PM

Like DeafBadger, because when I was placed in mainstream grade school, I did pretty badly in math and often guessed or deliberately gave wrong answers because I never heard what the teacher said. It wasn't a learning disability, it was a teaching communication issue between hearing mainstream and oral/deaf students.

This realization later became true because by the time I was done with undergrad in college, as prerequisites for my majors I was already finished with Multivariable calculus (Calculus 3 in general terms). Take that, learning disability.

It really is about the mode of teaching more than it probably is about any kind of learning disability. If there's a disconnect in the teaching method, chances are, the student doesn't perform well in class.
This statement is excluding students who may have more than one learning issue and deafness can be one of those - In other words students who have other associative disorders, brain trauma/injuries that also include deafness, can have their learning processes greatly impeded.

As for some anecdotal feedback, there are some other AD'ers, some engineers and physicists here, who have advanced degrees and also live with deafness.
I think the debate on deafness and math is severely dependent on the variables we are considering. What are our direct and indirect variables?

Lau2046 · 06-21-2012, 05:56 PM

Quote:

Originally Posted by naisho

It really is about the mode of teaching more than it probably is about any kind of learning disability. If there's a disconnect in the teaching method, chances are, the student doesn't perform well in class.
This statement is excluding students who may have more than one learning issue and deafness can be one of those - In other words students who have other associative disorders, brain trauma/injuries that also include deafness, can have their learning processes greatly impeded.

There is a documented, and well known connection between children born with hearing loss due to Rubella (German Measles) and learning disabilities. However, I stress, not everyone with hearing loss has learning disabilities. So far the medical evidence just supports Rubella/hearing loss connection.

**Bottesini** · 06-21-2012, 06:02 PM

Quote:

Originally Posted by Lau2046

There is a documented, and well known connection between children born with hearing loss due to Rubella (German Measles) and learning disabilities. However, I stress, not everyone with hearing loss has learning disabilities. So far the medical evidence just supports Rubella/hearing loss connection.

Link?

***naisho*** · 06-21-2012, 06:02 PM

Quote:

Originally Posted by Lau2046

There is a documented, and well known connection between children born with hearing loss due to Rubella (German Measles) and learning disabilities. However, I stress, not everyone with hearing loss has learning disabilities. So far the medical evidence just supports Rubella/hearing loss connection.

That's pretty interesting, I never knew about the connection between Rubella induced deafness and learning disabilities. I'd like to check out the study too - do you have a specific case or research you recommend?

Lau2046 · 06-21-2012, 06:59 PM

Quote:

Originally Posted by Bottesini

Link?

You need to google. The link I gave above for LD Online provides excellent information. Here's what I got when I googled:

Raising Deaf Kids

Here's another and below is the segment that pertains to me....

Measles Causes, Symptoms, Treatment - Measles Symptoms and Signs on eMedicineHealth

"The most feared complication of rubella is "congenital rubella," which occurs when an infected pregnant woman passes the virus to her unborn child. Among other problems and birth defects, affected infants may have cataracts, heart defects, hearing impairment, and learning disabilities. The risk of transmission is highest early in pregnancy. The virus may also cause miscarriage or stillbirth."

and another:

HealthyChildren.org - Congenital Abnormalities

But really why bother? Any LD Specialist can give you this information more readily than searching through the Internet. Open the Yellow Pages and do a search. If you can't find anyone that answers your question, ask your primary care or an Eye, Ears and Throat specialist. It's their job to know this connection.....

Lau2046 · 06-21-2012, 07:02 PM

Quote:

Originally Posted by naisho

That's pretty interesting, I never knew about the connection between Rubella induced deafness and learning disabilities. I'd like to check out the study too - do you have a specific case or research you recommend?

My parents didn't know till I was 25 years old. We heard about the connection through our lawyer who specialized in helping the Learning Disabled get accommodated in colleges. As I said, we hired her twice - as an undergraduate and later as a graduate because the school didn't believe learning disabilities where "real handicaps." Thank God for that woman that helped me; I got my disability diagnosed and documented and later was able to legally force the school to comply with federal anti-discrimination laws.

**Bottesini** · 06-21-2012, 07:31 PM

Quote:

Originally Posted by Lau2046

You need to google. The link I gave above for LD Online provides excellent information. Here's what I got when I googled:

Raising Deaf Kids

Here's another and below is the segment that pertains to me....

Measles Causes, Symptoms, Treatment - Measles Symptoms and Signs on eMedicineHealth

"The most feared complication of rubella is "congenital rubella," which occurs when an infected pregnant woman passes the virus to her unborn child. Among other problems and birth defects, affected infants may have cataracts, heart defects, hearing impairment, and learning disabilities. The risk of transmission is highest early in pregnancy. The virus may also cause miscarriage or stillbirth."

and another:

HealthyChildren.org - Congenital Abnormalities

But really why bother? Any LD Specialist can give you this information more readily than searching through the Internet. Open the Yellow Pages and do a search. If you can't find anyone that answers your question, ask your primary care or an Eye, Ears and Throat specialist. It's their job to know this connection.....

I need to Google??

If you make a claim it's a rule that you support it with a link.

**GrendelQ** · 06-21-2012, 07:39 PM

Factors Predicting Recall of Mathematics Terms by Deaf Students: Implications for Teaching

Quote:

In this study of deaf high school students, imagery and familiarity were found to be the best predictors of geometry word recall, whereas neither concreteness nor signability of the terms was a significant predictor variable. Recall of high imagery terms was significantly better than for low imagery terms, and the same result was found for high- over low-familiarity and signability. Concrete terms were recalled significantly better than abstract terms. Geometry terms that could be represented with single signs were recalled significantly better than those that are usually fingerspelled or those represented by compound signs. Teachers with degrees and/or certification in mathematics had significantly higher self-ratings for the strongest predictor variables, imagery (visualization), and familiarity, as compared with those without such formal training. Based on these findings, implications for mathematics instruction, teacher education, and research are provided.

**GrendelQ** · 06-21-2012, 07:41 PM

The Performance of Young Deaf Children in Spatial and Temporal Number Tasks

Quote:

Deaf children tend to fall behind in mathematics at school. This problem may be a direct result of particular experiences in the classroom; for example, deaf children may find it hard to follow teachers' presentations of basic, but nevertheless quite abstract, mathematical ideas. Another possibility is that the problem starts before school: They may either be worse than hearing children at early, nonlinguistic number representations, they may be behind in learning the culturally transmitted number string, or both. This may result in deaf children failing to develop informal problem-solving strategies, which prepare most children for the more formal learning of number and arithmetic that they will have to do at school. We compared 3- and 4-year-old deaf and hearing children's ability to remember and to reproduce the number of items in a set of objects. In one condition, we presented all the items together in a spatial array; in another, we presented them one at a time in a temporal sequence. Deaf children performed as well as the hearing children in the temporal tasks, but outperformed their hearing counterparts in the spatial task. These results suggest that preschool deaf children's number representation is at least as advanced as that of hearing children, and that they are actually better than hearing children at representing the number of objects in spatial arrays. We conclude that deaf children's difficulties with mathematical learning are not a consequence of a delay in number representation. We also conclude that deaf children should benefit from mathematical instruction that emphasizes spatial representation.

**GrendelQ** · 06-21-2012, 07:43 PM

Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms

Quote:

The study participants were 197 deaf or hard-of-hearing students with mild to profound hearing loss who attended general education classes for 2 or more hours per day. We obtained scores on standardized achievement tests of math, reading, and language/writing, and standardized teacher's ratings of academic competence annually, for 5 years, together with other demographic and communication data. Results on standardized achievement tests indicated that, over the 5-year period, 63%–79% of students scored in the average or above-average range in math, 48%–68% in reading, and 55%–76% in language/writing. The standardized test scores for the group were, on average, half an SD below hearing norms. Average student progress in each subject area was consistent with or better than that made by the norm group of hearing students, and 79%–81% of students made one or more year's progress annually. Teachers rated 69%–81% of students as average or above average in academic competence over the 5 years. The teacher's ratings also indicated that 89% of students made average or above-average progress. Students’ expressive and receptive communication, classroom participation, communication mode, and parental participation in school were significantly, but moderately, related to academic outcomes.

**GrendelQ** · 06-21-2012, 07:45 PM

Story problems in the deaf education classroom: frequency and mode of presentation.

Quote:

Over the past decade, curricular reform in mathematics education has emphasized the use of problem solving at all levels of instruction for all students, but adaptations for students with unique needs have not been specified. This study investigated the nature of problem solving in deaf education, focusing in particular on the use of story problems in the primary-level curriculum. Approximately 90% of the K-3 teachers from five schools for the deaf were asked with what frequency and in which communication mode they presented story problems to their students. Most teachers reported presenting story problems 1-3 times per week, and presentation method tended to reflect school communication philosophy. We found trends in story problem presentation in accordance with the mathematics grade level taught. We discuss implications for curricular reform and teacher education.

**GrendelQ** · 06-21-2012, 07:48 PM

Signing Math & Science

For Signing Math & Science, TERC and Vcom3D are using the SigningAvatar® assistive technology to develop illustrated, interactive 3D standards-based sign language dictionaries that offer students in grades K-8 and 9-12 who are deaf and hard of hearing increased access to the same learning opportunities that hearing students enjoy.

**GrendelQ** · 06-21-2012, 07:50 PM

Multimedia Instruction for Students Who Are Deaf

Education access and achievement for the deaf and hard of hearing is gaining attention as more students attend neighborhood schools, and educators are becoming more familiar with options and opportunities to improve instructional delivery. Multimedia materials and environments can provide multiple representations of concepts that are more meaningful to students who are deaf or hard of hearing. When universally designed, such materials can also improve learning for students with a range of other needs and strengths, see Universal Design for Learning in a Digital Multimedia Environment. This Research in Brief article builds on Parton’s (2006) solid review of multimedia use across the curriculum for deaf students. Parton identified five ways that multimedia applications can promote learning for students who are deaf, including:

improving accessible instructional design,
creating communication bridges,
promoting skill development,
making distance education possible, and
creating discovery learning experiences.

**GrendelQ** · 06-21-2012, 07:55 PM

Visual–Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students

Quote:

This research examined the use of visual–spatial representation by deaf and hearing students while solving mathematical problems. The connection between spatial skills and success in mathematics performance has long been established in the literature. This study examined the distinction between visual–spatial “schematic” representations that encode the spatial relations described in a problem versus visual–spatial “pictorial” representations that encode only the visual appearance of the objects described in a problem. A total of 305 hearing (n = 156) and deaf (n = 149) participants from middle school, high school, and college participated in this study. At all educational levels, the hearing students performed significantly better in solving the mathematical problems compared to their deaf peers. Although the deaf baccalaureate students exhibited the highest performance of all the deaf participants, they only performed as well as the hearing middle school students who were the lowest scoring hearing group. Deaf students remained flat in their performance on the mathematical problem-solving task from middle school through the college associate degree level. The analysis of the students’ problem representations showed that the hearing participants utilized visual–spatial schematic representation to a greater extent than did the deaf participants. However, the use of visual–spatial schematic representations was a stronger positive predictor of mathematical problem-solving performance for the deaf students. When deaf students’ problem representation focused simply on the visual–spatial pictorial or iconic aspects of the mathematical problems, there was a negative predictive relationship with their problem-solving performance. On two measures of visual–spatial abilities, the hearing students in high school and college performed significantly better than their deaf peers.

**GrendelQ** · 06-21-2012, 07:58 PM

One of a Kind. Teaching mathematics to deaf children. (Book Review)

Quote:

The disparity in mathematical performance between deaf and hearing students is well documented in educational literature. The 50th percentile deaf and hard-of-hearing high school graduates have computational skills comparable to 6th-grade hearing students and have problem-solving skills comparable to 5th-grade hearing students (Traxler, 2000). Deaf children lag mathematically behind hearing children by about 3 years, despite normal nonverbal IQs (Wood, Wood, & Howarth, 1983). Some contend that mathematical ability influences future employment and earnings to a greater extent than the influence of reading ability (Kelly, 2003).

Lau2046 · 06-21-2012, 07:59 PM

Quote:

Originally Posted by Bottesini

I need to Google??

If you make a claim it's a rule that you support it with a link.

I thought I had - it's not enough? How do you think most people like myself find out about this problem? I did research, I asked my doctors, I spoke with teachers, etc. If you're personally not affected from Rubella that way I was and am - and don't have anyone in your family struggling with learning disabilities, I can see why you'd dismiss it. I saw a lawyer, got tested with an LD Specialist, and referred to my doctors for assistance. Rubella/LD connection is one of the oldest documented conditions. Again, not everyone that's deaf is going to have LD - you don't have ear infections and become LD, or fall off a motorcycle, get into a car crash and have this problem. My mother was a nurse, came into contact with Rubella and it was down hill academically from there. Truth be told, she could have come into contact while food shopping. I'd be more frightened to work as a primary school teacher while pregnant. Parents send their kids to school sick all the time....

**GrendelQ** · 06-21-2012, 08:04 PM

Family Mediation of Mathematically Based Concepts While Engaged in a Problem-Solving Activity With Their Young Deaf Children

Quote:

This qualitative study examined the relationship between young deaf children's level of mathematics ability (“high” and “low,” as defined by test score on the Test of Early Mathematics Ability-3) and opportunities available for the construction of early mathematics knowledge during a problem-solving task implemented by their parents. Findings indicate that the manner in which the mathematically based concepts (number/counting, quantity, time/sequence, and categorization) were incorporated into the activity was more meaningful for children who demonstrated high levels of mathematical ability. In addition, children who demonstrated high levels of mathematical ability experienced a more purposeful use of mediation during activity implementation; however, overall use of mediated learning experience was limited for children from both ability groups.

06-15-2012, 03:21 PM	#1 (permalink)
CSign Registered User Join Date: Dec 2010 Location: Best Coast, USA Posts: 3,194	Deaf Students and Math Does anyone know of any good resources/articles/papers on deafness and how it can impact how a student learns and becomes proficient in math? I recall reading somewhere in the past that math is one other area that can be challenging for deaf students, but I'm having a hard time finding anything worthwhile. Any productive information would be much appreciated.

06-20-2012, 11:26 PM	#4 (permalink)
DeafBadger Ad Astra Per Aspera Join Date: Aug 2011 Posts: 1,423 Blog Entries: 1	I remember in mainstreamed math class (3rd grade) the teacher would have each (hearing & me) student stand up, and answer her question: What is 3 times 5? What is 6 times 1? Except that I couldn't hear what she said, so I'd bluff by saying any number or say that I didn't know. Hoped that someone would realize I didn't hear the teacher, but no one did. __________________ "Ad Astra Per Aspera" - Through hardships, to the stars. severe-to-profound in both ears, since birth. My Blog Pale Blue Dot (cc: Select Italian captions, then Translate Captions to English--English) "Labels are mentally lazy ways by which people assert they know you without knowing you." ~ Neil deGrasse Tyson

06-21-2012, 06:44 AM	#7 (permalink)
VacationGuy234 Registered User Join Date: Aug 2011 Location: Massachusetts Posts: 2,804	The problem is how we teach math and science. I'm sure being deaf can add to those problems. We teach people math through abstract concepts without connecting it to the real world. I had some of the worst math teachers and it wasn't until someone I knew told me they were bad that I realized it. To be fair, a lot of what you learn in math you are not going to use in the real world and if you had to there is a computer to do it. But still, it's not making us any smarter. We don't teach people math we teach people how to pass tests. It's like teaching you about a hammer, you know how it works but you don't know when to use it. coolgirlspyer90, MsSaraB and DeafBadger like this. __________________

06-21-2012, 07:06 AM	#8 (permalink)
Frisky Feline Registered User Join Date: Jun 2003 Posts: 20,239	I used to be good at Math and I did pass the NY regents exams. That was over 90 percents. Thanks to my old Deaf ASL User Teacher. I am not the alone who passed the NY regents exams, and most of my Deaf classmates passed as well, under the same Deaf Asl User Teacher. Don't know what to tell ya. deafdyke likes this.

06-21-2012, 05:45 PM	#14 (permalink)
*naisho* Forum Disorders M.D.,Ph.D Join Date: Nov 2006 Location: 127.0.0.1 Posts: 6,163	Like DeafBadger, because when I was placed in mainstream grade school, I did pretty badly in math and often guessed or deliberately gave wrong answers because I never heard what the teacher said. It wasn't a learning disability, it was a teaching communication issue between hearing mainstream and oral/deaf students. This realization later became true because by the time I was done with undergrad in college, as prerequisites for my majors I was already finished with Multivariable calculus (Calculus 3 in general terms). Take that, learning disability. It really is about the mode of teaching more than it probably is about any kind of learning disability. If there's a disconnect in the teaching method, chances are, the student doesn't perform well in class. This statement is excluding students who may have more than one learning issue and deafness can be one of those - In other words students who have other associative disorders, brain trauma/injuries that also include deafness, can have their learning processes greatly impeded. As for some anecdotal feedback, there are some other AD'ers, some engineers and physicists here, who have advanced degrees and also live with deafness. I think the debate on deafness and math is severely dependent on the variables we are considering. What are our direct and indirect variables? Bottesini and DeafBadger like this.

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06-21-2012, 05:52 AM	#6 (permalink)
Lau2046 Registered User Join Date: Dec 2011 Location: Peabody, MA Posts: 1,580	I lost my hearing to Rubella and my specific targeted learning disability is in math which also makes learning foreign languages difficult, reading music and many others. It's well documented that people with hearing loss (depending on what caused the loss) also have learning disabilities. They tend to go hand in hand. You could ask someone here - it's a great site: LD OnLine: The world's leading website on learning disabilities and ADHD

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