2010 Volume 47 Issue 5 Pages 281-294
The purpose of the present study was to identify characteristics of children who, in addition to being deaf, have other disabilities, such as LD, ADHD, high functioning autism, or secondary disabilities. Results from screening tests were obtained from 85 out of 98 elementary schools and 70 out of 89 junior high schools throughout Japan for students who are deaf. The results were analyzed by factor analysis, and the children cluster-analyzed, based on the factor scores. In the elementary schools, 6 distinct groups were found: (a) children lacking communication skills and demonstrating obsessive behavior (9%), (b) children who had difficulties with language, arithmetic, and concentration (17%), (c) children with no special difficulties (43%), (d) children with hyperactivity (9%), (e) children lacking only language skills (13%), and (f) children having problems only in arithmetic (9%). In the junior high schools, the following 6 groups were identified: (a) students with no additional disabilities (54%), (b) students who had difficulty with language and arithmetic (11%), (c) students having problems only in arithmetic (8%), (d) students with hyperactivity (9%), (e) students lacking only language skills (9%), and (f) students showing obsessive behavior and having communication difficulties (8%). The proportion of students with no special difficulties increased with increasing age.
