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Journal of Deaf Studies and Deaf Education 7:4 2002
© 2002 Oxford University Press

Empirical Articles

The Characteristics and Extent of Participation of Deaf and Hard-of-Hearing Students in Regular Classes in Australian Schools

Des Power and Merv Hyde

Centre for Deafness Studies and Research, Griffith University

A national randomly selected survey of a sample of deaf and hard-of-hearing students included in regular classes from kindergarten to high school in Australian preschools and schools was conducted via a questionnaire to itinerant teachers working with such students. This article reports the analysis of a questionnaire that surveyed the demographic characteristics of such students and a set of characteristics of their behavior in their placement in terms of "participation" in aspects of regular class activities. These aspects were level of integration, academic participation, level of independence, and social participation. Data are reported and analyzed in terms of the above demographic and participatory characteristics of the students. We consider comparisons with comparable reports from the United States and Great Britain and discuss implications for deaf and hard-of-hearing students included in regular classes.

We appreciate the time and care our colleagues took in completing the questionnaires. Thanks to Sarah Braisby for data coding and entry, Phil Harker for statistical analysis, and Sandie Muspratt for assistance with the literature survey. Correspondence should be sent to Emeritus Professor Des Power, 30 Pine Valley Drive, Robina, QLD 4226, Australia (e-mail: d.power{at}mailbox.gu.edu.au).

Received October 29, 2001; revised January 5, 2002; accepted January 14, 2002


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