Academic status of deaf and hard-of-hearing students in public schools: Student, home, and service facilitators and detractors

Susanne Reed, Shirin D Antia, Kathryn H. Kreimeyer

Research output: Contribution to journalArticle

38 Citations (Scopus)

Abstract

We examined facilitators and detractors of academic success of 25 deaf or hard-of-hearing (DHH) students selected from a pool of 187 students attending general education classes and enrolled in a study of academic progress. Interviews with their teachers of DHH, general education teachers, principals, parents, interpreters, and students themselves were analyzed for child, family, and school facilitators and detractors of academic status. Facilitators included student self-advocacy and motivation, high family and school expectations, families' ability to help with homework, and good communication between professionals. Detractors included additional disabilities and poor family-school communication. A comparison of above- and below-average students revealed no single distinguishing facilitator or detractor. Each above-average student had many facilitators, whereas each below-average student had several significant detractors.

Original languageEnglish (US)
Pages (from-to)485-502
Number of pages18
JournalJournal of Deaf Studies and Deaf Education
Volume13
Issue number4
DOIs
StatePublished - 2008

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Hearing
Students
school
student
general education
Communication
Education
Aptitude
communication
homework
academic success
interpreter
teacher
Motivation
parents
Parents
disability
Interviews
ability
interview

ASJC Scopus subject areas

  • Education
  • Speech and Hearing

Cite this

Academic status of deaf and hard-of-hearing students in public schools : Student, home, and service facilitators and detractors. / Reed, Susanne; Antia, Shirin D; Kreimeyer, Kathryn H.

In: Journal of Deaf Studies and Deaf Education, Vol. 13, No. 4, 2008, p. 485-502.

Research output: Contribution to journalArticle

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