Roth V
University of Rochester, NY 14627.
J Learn Disabil. 1991 Aug-Sep;24(7):391-7. doi: 10.1177/002221949102400703.
Although the number of students with both learning disability and hearing impairment (LDHI) currently enrolled in secondary and postsecondary programs has not been precisely determined, it is clear that these students are currently receiving inadequate assessment and support in many institutions. The best route for serving these students would seem to be collaborative efforts between deaf educators and learning disabilities specialists, yet serious gaps exist between these two professions in regard to interpretation of laws governing special services, training of professionals, and locations of educational programs. The difficulties of developing collaborative work have been compounded by controversies within each field and the heterogeneity of the populations served by both disciplines. Those interested in creating good LDHI assessments should begin by considering the qualifications needed by those conducting evaluation procedures. The inadequacies of current formal assessment devices for this population need to be recognized; informal procedures, such as teacher observation and curriculum-based assessments, are still some of the best tools available for identification and educational planning.
尽管目前在中学和高等教育项目中就读的同时患有学习障碍和听力障碍（LDHI）的学生人数尚未精确确定，但很明显，这些学生目前在许多机构中得到的评估和支持不足。为这些学生提供服务的最佳途径似乎是聋人教育工作者和学习障碍专家之间的合作努力，然而，在特殊服务相关法律的解释、专业人员培训以及教育项目地点等方面，这两个专业之间存在严重差距。每个领域内部的争议以及这两个学科所服务人群的异质性，都加剧了开展合作工作的困难。那些有兴趣创建良好的LDHI评估的人应该首先考虑进行评估程序的人员所需具备的资质。需要认识到针对这一人群的当前正式评估工具存在不足之处；非正式程序，如教师观察和基于课程的评估，仍然是可用于识别和教育规划的一些最佳工具。
