A comparison of social interaction between groups of multiply handicapped and hearing-impaired children

This paper reviews a study to determine the differences between multiply handicapped and deaf children in social interactions.

Identification of issues encountered by deaf educators working with multiply involved children and the related emotional affects that go along with intervention

This paper discusses common issues deaf educators face that are not directly related to a child’s hearing impairment and thus often outside the educators’ area of expertise. The study also identifies a range of emotions early interventionists experience while working with children with multiple impairments.