d/Deaf and Hard of Hearing With a Disability or an Additional Disability: The Need for Theory, Research, and Practice

This is the first volume of a two-part special issue of the American Annals of the Deaf on d/Deaf and hard of hearing (d/Dhh) individuals with diverse characteristics, edited by Caroline Guardino and Joanna Cannon. I appreciate the efforts of the editors and all contributors to provide an update on our understanding and knowledge base. As mentioned by Guardino and Cannon in their introductory article, the current volume covers various cohorts of d/Dhh individuals with a disability—or, to use their label, DWD (deaf with disabilities). The second volume, forthcoming in the Spring 2016 issue, will examine DML (deaf multilingual) users—that is, individuals who are users of a language (or languages) other than English. There can also be a combination of these two broad cohorts; for example, a child can be DWD and come from a home in which English is not the native language (and thus be DWD-DML).

While you were wrapping your mind around the use of labels above, you might have noticed that yours truly has used a slightly different label or description for DWD—the focus of this editorial, as indicated by the title. This is in keeping with my proclivity to be as inclusive as possible and to recognize (read: respect) that there is a range of perspectives on the use of labels in our field. Specific words in the editorial title reflect the controversy over the depiction of deafness, itself, as a disability. If you think that deafness is not a disability, as do the editors of this volume and their contributing authors, then this should be “d/Dhh individuals with a disability.” If you think otherwise, then this should be “d/Dhh individuals with an additional disability.”

You are free to pick your labels (within reason). There is little doubt that I am consumed by the possible responses to an emotion-laden question: What’s in a label? The construct of label is critical, especially if you consider the challenge of determining whether a d/Dhh individual has a disability or an additional disability (learning disability, cognitive disability, etc.) that has been formally diagnosed via the use of adequate assessments.

As per my approach with this type of editorial, I intend to select and provide my perspectives on a few constructs, among several, that have been discussed in the articles of this volume. There is overlap in information across the articles; however, I consider that appropriate and instructive, especially with respect to the range of provocative interpretations offered by the contributors. I shall defer to Guardino and Cannon to render a detailed summary (that is, reflections and directions) in their concluding article in the second volume of this special issue. The second part of my editorial will also appear in that issue.

It should be crystal clear that research on individuals who are d/Dhh with a disability or an additional disability is not one of my prominent scholarly thrusts. I do have a personal connection with the condition of multiple disabilities (my son has normal/typical hearing, Down syndrome, autism, and a mood disorder). In addition, I (and colleagues) have several major professional publications that are indirectly or directly related to issues concerning individuals who are d/Dhh with a disability or with an additional disability.

Two recent books (Paul & Wang, 2012; Paul, Wang, & Williams, 2013) and a chapter (Paul, 1985) have examined the development of English language and literacy, not only in d/DHH children but also in non-d/Dhh children with language/literacy disabilities or cognitive disabilities, and those who are blind or have low vision. There is also an article on deafblindness (Michael & Paul, 1991, reprinted in 1995). Finally, there is a chapter in a book published 25 years ago (Paul & Quigley, 1990) on d/Dhh individuals with additional disabilities with the now most likely archaic title of “Multihandicapped Students.”

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