Comparison of Students' Achievement: Deaf, Learning Disabled, and Deaf with a Learning Disability

Autor/inn/en	Caemmerer, Jacqueline M.; Cawthon, Stephanie W.; Bond, Mark
Titel	Comparison of Students' Achievement: Deaf, Learning Disabled, and Deaf with a Learning Disability
Quelle	In: School Psychology Review, 45 (2016) 3, S.362-371 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Comparative Analysis; Academic Achievement; Deafness; Learning Disabilities; Classification; Academic Accommodations (Disabilities); Grades (Scholastic); Mathematics Skills; Computation; Achievement Tests; Cognitive Ability; Cognitive Tests; High School Students; Statistical Analysis; Woodcock Johnson Tests of Achievement; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Schulleistung; Gehörlosigkeit; Taubstummheit; Learning handicap; Lernbehinderung; Classification system; Klassifikation; Klassifikationssystem; Notenspiegel; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Denkfähigkeit; Kognitiver Fähigkeitstest; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse
Abstract	Approximately half of students who are deaf or hard of hearing (DHH) have a co-occurring disability. Although assessing as well as diagnosing learning disabilities (LDs) is particularly difficult in this population, it is important to properly identify students who may be eligible for academic interventions or accommodations. This study analyzed national samples of students who are (a) classified with an LD, (b) DHH, and (c) DHH and classified with an LD. The three samples were compared in terms of their performance on a standardized measure of academic achievement. The results of our exploratory analyses suggest that math calculation skills and classroom grades are useful in classifying students who are DHH with an LD. We discuss the implications of these findings, limitations to the dataset, and areas for further research. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01