Journal Article

Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors

Susanne Reed, Shirin D. Antia and Kathryn H. Kreimeyer

in The Journal of Deaf Studies and Deaf Education

Volume 13, issue 4, pages 485-502
Published in print January 2008 | ISSN: 1081-4159
Published online March 2008 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/enn006
Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors

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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.

Journal Article.  9853 words. 

Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

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