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An RIT/NTID Center of Excellence for Students Who are Deaf and Hard of Hearing

Ongoing Studies

It has been suggested that simultaneous communication (or ‘signed-supported speech’ outside of the US) might support speech perception for children with cochlear implants by providing redundant information.

The use of sign language and spoken language are both appropriate for use in education, but they are not equivalent. In particular, the different language modalities are related to different cognitive abilities, perhaps both quantitatively and qualitatively.

Bilingual-bicultural educational programming has been around for over 20 years, but thus far there apparently has been no research examining the relation between bilingualism and biculturalism and their affiliation with Deaf culture and the Deaf community.

Deaf learners frequently have better visual-spatial memory but shorter memory spans than hearing peers. Recent research, however, has suggested that deaf students are no more likely to be visual learners than hearing students.

Deaf children frequently have been reported to lag behind hearing peers in their development of theory of mind (i.e., recognition that others have thoughts, desires, and emotions).