The Mathematical and Science Skills of Students Who Are Deaf or Hard of Hearing Educated in Inclusive Settings

Autor/inn/en	Vosganoff, Diane; Paatsch, Louise E.; Toe, Dianne M.
Titel	The Mathematical and Science Skills of Students Who Are Deaf or Hard of Hearing Educated in Inclusive Settings
Quelle	In: Deafness and Education International, 13 (2011) 2, S.70-88 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1179/1557069X11Y.0000000004
Schlagwörter	Hearing Impairments; Deafness; Program Effectiveness; Foreign Countries; Spatial Ability; Writing Skills; Inclusion; Mainstreaming; Grade 9; Mathematics Achievement; Science Achievement; Mathematics Skills; Science Process Skills; Visual Perception; Reading Skills; Australia + Suchen Sie Ihr Suchwort? Hearing impairment; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Ausland; Räumliches Vorstellungsvermögen; Writing skill; Schreibfertigkeit; Inklusion; School year 09; 9. Schuljahr; Schuljahr 09; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Visuelle Wahrnehmung; Reading skill; Lesefertigkeit; Australien
Abstract	This study examined the science and mathematics achievements of 16 Year 9 students with hearing loss in an inclusive high-school setting in Western Australia. Results from the Monitoring Standards in Education (MSE) compulsory state tests were compared with state and class averages for students with normal hearing. Data were collected from three cohorts of Year 9 students across a 3-year period (2005-2007). Results from mathematics MSE9 and the MSE9 science assessments showed that the majority of students with hearing loss performed below the state average (88%). Findings in this study suggest that students with hearing loss demonstrated more mathematical strength in the areas of space and measurement, which use visuo-spatial skills. Results for students with hearing loss in the five sections of the science assessment suggest more consistency across the different areas tested in the MSE. Comparisons with the MSE9 English paper for the 2005 cohort of students with hearing loss suggest a strong relationship between reading and writing skills and performance on mathematics and science assessment. In particular, questions with high language content created difficulty. On the science assessment, questions requiring a written explanation appeared to be particularly challenging. These findings have implications for teaching and learning in these crucial areas for students with hearing loss in inclusive secondary school settings. Greater attention to the interpretation of the language of mathematics and to writing about science concepts may help to improve outcomes for students with hearing loss on statewide assessments. (Contains 7 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10