Journal of Deaf Studies and Deaf Education 7:2 2002
© 2002 Oxford University Press
Empirical Article |
An Intervention Program for Promoting Deaf Pupils’ Achievement in Mathematics
Oxford Brookes University
Royal Holloway, University of London
Our past research identified two aspects of deaf children's functioning that places them at risk for underachievement in mathematics. The first is their reduced opportunities for incidental learning, and the second is their difficulty in making inferences involving time sequences. This article examines the effectiveness of an intervention program to promote deaf children's numeracy that was designed to deal with these two factors. The design involved a comparison of 23 deaf pupils participating in the project with a baseline group formed by 65 deaf pupils attending the same schools in the previous year. The project pupils were tested before and after the intervention on the NFER-Nelson Age Appropriate Mathematics Achievement Test. The intervention was delivered by the teachers during the time normally scheduled for mathematics lessons. The project pupils did not differ from the baseline group at pretest but performed significantly better at posttest. They also performed at posttest better than expected on the basis of their pretest scores, according to norms provided by the NFER-Nelson Age Appropriate Mathematics Test for assessing the progress of hearing pupils. We conclude that the program was effective in promoting deaf pupils’ achievement in numeracy.
We thank The Nuffield Foundation for the support received through grant number HQ/313[EDU] without which this work would not have been possible. We also thank the schools, teachers, and children who enthusiastically participated in this project.
Received September 26, 2000; revised June 18, 2001; accepted July 5, 2001
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