Students who are deaf or hard of hearing (SDHH) often need accommodations to participate in large-scale standardized assessments. One way to bridge the gap between the language of the test (English) and a student's linguistic background (often including American Sign Language [ASL]) is to present test items in ASL. The specific aim of this project was to measure the effects of an ASL accommodation on standardized test scores for SDHH in reading and mathematics. A total of 64 fifth- to eighth-grade (ages 10-15) SDHH from schools for the deaf in the United States participated in this study. There were no overall differences in the mean percent of items students scored correctly in the standard vs. ASL-accommodated conditions for reading or mathematics. We then conducted hierarchical linear regression analyses to analyze whether measures of exposure to ASL (home and classroom) and student proficiency in the subject area predicted student performance in ASL-accommodated assessments. The models explained up to half of the variance in the scores, with subject area proficiency (mathematics or reading) as the strongest predictor. ASL exposure was not significant with the exception of ASL classroom instruction as a predictor of mathematics scores.

This study examined if college students supportive of social nudity would differ from students opposed to social nudity on self-acceptance and acceptance of culturally diverse others. Using data from 384 participants, pro- and anti-nudity groups were formed based on students scoring in the upper (n=59) and lower (n=64) quartiles on a measure assessing attitudes toward social nudity. Hypotheses were partially supported. Results indicated that pro-nudity students significantly differed from anti-nudity students on comfort with their bodies' appearances, but not on self-acceptance. Pro-nudity students also were significantly more accepting of other religious groups and gays and lesbians compared with anti-nudity students, but they did not differ on their attitudes toward the disabled. A trend was noted indicating that pro-nudity students were less prejudiced toward ethnically dissimilar others compared with anti-nudity students. Follow-up exploratory analyses suggested that pro-nudity students' increased openness to sexuality in general accounted for the two groups' discrepant views toward religiously dissimilar others and gays and lesbians. Pro-nudity students' relative tolerance for cultural diversity is discussed.

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