Cognitive Profiles of Students with Hearing Loss as a Pathway for Differentiated Instruction

Abstract

Hearing loss can disrupt a child’s cognitive abilities and academic growth in areas such as reading, writing, math, social studies, and sciences. Yet educational interventions to enhance the cognitive performance of students with hearing loss remain uncertain because researchers have not holistically mapped the cognitive profiles of this population. The goal of the study was to compare the cognitive profiles of elementary, middle, and high school students with hearing loss to determine typical patterns of cognition. The participants included diagnosticians in a targeted school district who responded to a survey about the cognitive profiles of students with hearing loss who receive special education services under the Individuals with Disabilities Education Act. The study employed heat maps to visually chart the strengths and weaknesses of the sample and render the results accessible to general practitioners. The findings of this study revealed that almost all students in the population were functioning in the below average to average range on all cognitive abilities. Patterns of performance indicated that if a student scored below average on one cognitive ability, they likely performed below average on the other cognitive abilities. The study indicates that interventions should be designed to address each student’s individual profile.