Academic and Social Status of Hearing, Deaf, and Hard of Hearing Students Participating in a Co-enrolled Classroom

Kathleen G. Mccain, Shirin D. Antia

Research output: Contribution to journalArticle

18 Scopus citations

Abstract

The researchers examined the communication participation, academic achievement, and social behavior of five Deaf or Hard-of-Hearing (DHH) students, five DHH students with additional disabilities (DHH-D), and 18 nondisabled, hearing peers in a co-enrolled, Grade 3-4-5 combination classroom. DHH students were not significantly different from their hearing peers in communication participation and social behavior. Differences did exist in academic achievement, but DHH students made steady academic progress over 3 years. DHH-D students were significantly different from their hearing peers, but not from their DHH peers in all areas. The finding adds to the data indicating that co-enrollment is a possible model of inclusion for DHH students and also provides initial data about the functioning of DHH-D students.

Original languageEnglish (US)
Pages (from-to)20-32
Number of pages13
JournalCommunication Disorders Quarterly
Volume27
Issue number1
DOIs
StatePublished - Dec 2005

ASJC Scopus subject areas

  • Linguistics and Language
  • Speech and Hearing

Fingerprint Dive into the research topics of 'Academic and Social Status of Hearing, Deaf, and Hard of Hearing Students Participating in a Co-enrolled Classroom'. Together they form a unique fingerprint.

  • Cite this