We use for the first time fuzzy mathematics to aid in the determination of which tests of preschool, hard of hearing and deaf children are the best predictors of success when these students are mainstreamed in the public school system. The techniques are those of group decision making and consensus under fuzzy preferences and fuzzy majority and techniques of fuzzy outranking relations in preference modelling.

We use techniques from fuzzy mathematics to develop metrics for measuring how well deaf and hard of hearing preschool students of Omaha Hearing School are closing the gap with respect to language growth.