Academic Achievement and Self-Concept of Deaf and Hard-of-Hearing and Hearing Students Transitioning from the First to Second Cycle of Primary School in Ethiopia

Autor/inn/en	Mulat, Mekonnen; Lehtomäki, Elina; Savolainen, Hannu
Titel	Academic Achievement and Self-Concept of Deaf and Hard-of-Hearing and Hearing Students Transitioning from the First to Second Cycle of Primary School in Ethiopia
Quelle	In: International Journal of Inclusive Education, 23 (2019) 6, S.609-623 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mulat, Mekonnen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1441913
Schlagwörter	Academic Achievement; Self Concept; Deafness; Hearing Impairments; Hearing (Physiology); Transitional Programs; Elementary School Students; Foreign Countries; Inclusion; Mainstreaming; Grade 4; Grade 5; Special Schools; Special Classes; Questionnaires; Self Concept Measures; Ethiopia; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Schulleistung; Selbstkonzept; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Gehör; Hören; Ausland; Inklusion; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Special school; Sonderschule; Special class; Sonderklasse; Fragebogen; Äthiopien
Abstract	This study was done to examine the transition of deaf and hard-of-hearing (DHH) and hearing students from the first cycle (Grade 4) to the second cycle (Grade 5) of primary education in Ethiopia. Academic achievement and self-concept were measured longitudinally with 103 DHH and hearing students. Participants were selected from three different settings (special schools, special classes and regular schools). Self-Description Questionnaire I (Marsh, H. W. 1990. "Self-Description Questionnaire -- I (SDQ I)." Manual. MacArthur, NSW, Australia: University of Western Sydney) was used to measure the children's self-concept. The results showed a decrease in the academic achievement and academic self-concept of DHH students who were in a special class (Grade 4) when they transferred to the mainstream (Grade 5), while the academic achievement and self-concept of the DHH students continuing in a special school remained stable. All three groups -- DHH in the mainstream, DHH in the special school and hearing students -- showed improvements in their social self-concept after the transition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01