Journal Article

How Are They Really Doing? Observation of Inclusionary Classroom Participation for Children With Mild-to-Moderate Deafness

Christina M. Borders, David Barnett and Anne M. Bauer

in The Journal of Deaf Studies and Deaf Education

Volume 15, issue 4, pages 348-357
Published in print January 2010 | ISSN: 1081-4159
Published online June 2010 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/enq028
How Are They Really Doing? Observation of Inclusionary Classroom Participation for Children With Mild-to-Moderate Deafness

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Direct observation was utilized to study how 5 children with mild-to-moderate deafness participated within inclusive classroom settings. Responses to practice and prompt opportunities, levels of prompting required to follow classroom directions, and engagement were analyzed across students with mild-to-moderate deafness and were compared to students with normal hearing. Similar responses to practice and prompt opportunities were observed across students, and engagement data indicated that 4 children with mild-to-moderate deafness had similar rates to their peers. However, children with mild-to-moderate deafness required higher levels of prompting and were less accurate at following classwide verbal prompts. Agreement data on variables ranged between 83% and 99%, with the exception of 2 prompting levels. Social validity judgments indicated that the information was useful and important. Potential uses for data include consultation with teachers regarding interventions to increase student engagement and research regarding inclusionary practices.

Journal Article.  5344 words. 

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

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