Abstract
This paper stresses the significant role of vision in the general developmental and educational processes for hearing-impaired students with and without visual impairments. Recommendations based on the results of a project on identification of visual impairments conducted by the National Technical Institute for the Deaf (NTID) are summarized, and suggestions are made for optimizing the use of vision for communication and learning by hearing-impaired students who do and do not have visual impairments. Cooperative efforts by professionals whose expertise is vision with professionals whose expertise is audition are essential if hearing-impaired students are to have the opportunity to use their vision as effectively as possible for communication and learning.
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