Academic status and progress of deaf and hard-of-hearing students in general education classrooms

Shirin D Antia, Patricia B. Jones, Susanne Reed, Kathryn H. Kreimeyer

Research output: Contribution to journalArticle

84 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)293-311
Number of pages19
JournalJournal of Deaf Studies and Deaf Education
Volume14
Issue number3
DOIs
StatePublished - 2009

Fingerprint

general education
Hearing
Students
Education
classroom
student
teacher rating
Communication
achievement test
Mental Competency
Reading
communication
Language
group norm
participation
language
Hearing Loss
Demography
teacher
school

ASJC Scopus subject areas

  • Education
  • Speech and Hearing

Cite this

Academic status and progress of deaf and hard-of-hearing students in general education classrooms. / Antia, Shirin D; Jones, Patricia B.; Reed, Susanne; Kreimeyer, Kathryn H.

In: Journal of Deaf Studies and Deaf Education, Vol. 14, No. 3, 2009, p. 293-311.

Research output: Contribution to journalArticle

Antia, Shirin D ; Jones, Patricia B. ; Reed, Susanne ; Kreimeyer, Kathryn H. / Academic status and progress of deaf and hard-of-hearing students in general education classrooms. In: Journal of Deaf Studies and Deaf Education. 2009 ; Vol. 14, No. 3. pp. 293-311.
@article{68ced3662d3f4f038cb473f64f2b7a10,
title = "Academic status and progress of deaf and hard-of-hearing students in general education classrooms",
abstract = "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.",
author = "Antia, {Shirin D} and Jones, {Patricia B.} and Susanne Reed and Kreimeyer, {Kathryn H.}",
year = "2009",
doi = "10.1093/deafed/enp009",
language = "English (US)",
volume = "14",
pages = "293--311",
journal = "Journal of Deaf Studies and Deaf Education",
issn = "1081-4159",
publisher = "Oxford University Press",
number = "3",

}

TY - JOUR

T1 - Academic status and progress of deaf and hard-of-hearing students in general education classrooms

AU - Antia, Shirin D

AU - Jones, Patricia B.

AU - Reed, Susanne

AU - Kreimeyer, Kathryn H.

PY - 2009

Y1 - 2009

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=67449092769&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=67449092769&partnerID=8YFLogxK

U2 - 10.1093/deafed/enp009

DO - 10.1093/deafed/enp009

M3 - Article

C2 - 19502625

AN - SCOPUS:67449092769

VL - 14

SP - 293

EP - 311

JO - Journal of Deaf Studies and Deaf Education

JF - Journal of Deaf Studies and Deaf Education

SN - 1081-4159

IS - 3

ER -