Learning disability identification in residential schools for deaf students.

This article examines factors influencing the identification and suspicion of specific learning disabilities (SLDs) in signing deaf and hard-of-hearing (DHH) students, focusing on educational level, gender, signing status (native vs. nonnative signers), and American Sign Language (ASL) vocabulary knowledge. Using data from 810 students in U.S. schools for the deaf, the study found that male students, those in middle school, and nonnative signers (typically children of hearing parents with delayed sign language exposure) are more likely to be suspected of or formally identified with SLDs. The research highlights the challenges in distinguishing between language deprivation effects and true SLDs, emphasizing the need for culturally and linguistically appropriate assessment tools tailored to DHH students. The findings call for improved, standardized evaluation protocols, specialized professional training, and policy revisions to ensure accurate identification and equitable educational support for DHH learners.