Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms

Autor/inn/en	Antia, Shirin D.; Jones, Patricia B.; Reed, Susanne; Kreimeyer, Kathryn H.
Titel	Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms
Quelle	In: Journal of Deaf Studies and Deaf Education, 14 (2009) 3, S.293-311 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enp009
Schlagwörter	Deafness; Hearing Impairments; Standardized Tests; Achievement Tests; Scores; Mathematics Achievement; Reading Achievement; Writing Achievement; Student Improvement; Academic Ability; Expressive Language; Receptive Language; Parent Participation; Student Participation; Communication (Thought Transfer) + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Rezeptive Kommunikationsfähigkeit; Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Communication; thought; Kommunikation; Gedanke
Abstract	The study participants were 197 deaf or hard-of-hearing students with mild to profound hearing loss who attended general education classes for 2 or more hours per day. We obtained scores on standardized achievement tests of math, reading, and language/writing, and standardized teacher's ratings of academic competence annually, for 5 years, together with other demographic and communication data. Results on standardized achievement tests indicated that, over the 5-year period, 63%-79% of students scored in the average or above-average range in math, 48%-68% in reading, and 55%-76% in language/writing. The standardized test scores for the group were, on average, half an "SD" below hearing norms. Average student progress in each subject area was consistent with or better than that made by the norm group of hearing students, and 79%-81% of students made one or more year's progress annually. Teachers rated 69%-81% of students as average or above average in academic competence over the 5 years. The teacher's ratings also indicated that 89% of students made average or above-average progress. Students' expressive and receptive communication, classroom participation, communication mode, and parental participation in school were significantly, but moderately, related to academic outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10