Journal Article

Deaf and Hard-of-Hearing Students’ Experiences in Mainstream and Separate Postsecondary Education

John T. E. Richardson, Marc Marschark, Thomastine Sarchet and Patricia Sapere

in The Journal of Deaf Studies and Deaf Education

Volume 15, issue 4, pages 358-382
Published in print January 2010 | ISSN: 1081-4159
Published online July 2010 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/enq030
Deaf and Hard-of-Hearing Students’ Experiences in Mainstream and Separate Postsecondary Education

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In order to better understand academic achievement among deaf and hard-of-hearing students in different educational placements, an exploratory study examined the experiences of postsecondary students enrolled in mainstream programs (with hearing students) versus separate programs (without hearing students) at the same institution. The Course Experience Questionnaire, the Revised Approaches to Studying Inventory, and the Classroom Participation Questionnaire were utilized to obtain information concerning their perceptions, participation, and access to information in the classroom. Both groups were concerned with good teaching and the acquisition of generic skills. Both were motivated by the demands of their assessments and by a fear of failure while being alert to both positive and negative affect in their classroom interactions. Overall, students in separate classes were more positive about workload expectations, instructor feedback, and the choices they had in coursework. Students in mainstream classes were more positive about their acquisition of analytic skills (rather than rote memorization) and about their instructors’ interest in them, including flexibility in methods of assessment.

Journal Article.  12259 words. 

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

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