Journal of Deaf Studies and Deaf Education Advance Access published online on June 6, 2009
The Journal of Deaf Studies and Deaf Education, doi:10.1093/deafed/enp009
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Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms
University of Arizona
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Abstract |
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The study participants were 197 deaf or hard-of-hearing students with mild to profound hearing loss who attended general education classes for 2 or more hours per day. We obtained scores on standardized achievement tests of math, reading, and language/writing, and standardized teacher’s ratings of academic competence annually, for 5 years, together with other demographic and communication data. Results on standardized achievement tests indicated that, over the 5-year period, 63%–79% of students scored in the average or above-average range in math, 48%–68% in reading, and 55%–76% in language/writing. The standardized test scores for the group were, on average, half an SD below hearing norms. Average student progress in each subject area was consistent with or better than that made by the norm group of hearing students, and 79%–81% of students made one or more year's progress annually. Teachers rated 69%–81% of students as average or above average in academic competence over the 5 years. The teacher’s ratings also indicated that 89% of students made average or above-average progress. Students’ expressive and receptive communication, classroom participation, communication mode, and parental participation in school were significantly, but moderately, related to academic outcomes.
Corresponding should be sent to Shirin D. Antia, College of Education, University of Arizona, Box 210069, Tucson, AZ 85741-0069 (e-mail: santia{at}u.arizona.edu).
Received August 27, 2008; revised February 13, 2009; accepted March 19, 2009