Journal Article

Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms

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

in The Journal of Deaf Studies and Deaf Education

Volume 14, issue 3, pages 293-311
Published in print January 2009 | ISSN: 1081-4159
Published online June 2009 | e-ISSN: 1465-7325 | DOI: https://dx.doi.org/10.1093/deafed/enp009
Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms

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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.

Journal Article.  10625 words.  Illustrated.

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

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