Predicting Academic Success Among Deaf College Students

Abstract

For both practical and theoretical reasons, educators and educational researchers seek to determine predictors of academic success for students at different levels and from different populations. Studies involving hearing students at the postsecondary level have documented significant predictors of success relating to various demographic factors, school experience, and prior academic attainment. Studies involving deaf and hard-of-hearing students have focused primarily on younger students and variables such as degree of hearing loss, use of cochlear implants, educational placement, and communication factors-although these typically are considered only one or two at a time. The present investigation utilizes data from 10 previous experiments, all using the same paradigm, in an attempt to discern significant predictors of readiness for college (utilizing college entrance examination scores) and classroom learning at the college level (utilizing scores from tests in simulated classrooms). Academic preparation was a clear and consistent predictor in both domains, but the audiological and communication variables examined were not. Communication variables that were significant reflected benefits of language flexibility over skills in either spoken language or American Sign Language.

Teachers' use of assistive listening devices in inclusive schools

“…Those pupils were also supplied with equipment that was inconsistently implemented during teaching. Consequently, degree of HL is an essential underlying factor for understanding the teachers' approaches to and usage of microphones, and confirm that the degree of disability impacts teachers' praxis, as other studies have found (Convertino et al 2009;Marschark, Lang, and Albertini 2002).…”

“…Pupils with mild HL are often reported to be ignored because they are believed to have less need for support compared with pupils with severe HL (Convertino et al 2009;Marschark, Lang, and Albertini 2002). Some studies found that teachers reported that students with mild HL performed more poorly in school compared with students with severe HL, because of a less supportive setting (Most 2004;Wolf 2007).…”

Towards Empowering Hearing Impaired Students' Skills in Computing and Technology

“…Research has shown that factors associated with student academic success are numerous, including demographic, aptitude, communication, and audiological characteristics [37]. Thus, family relationship was found to play a unique and significant role in predicting academic success, suggesting that college students in Taiwan who reported having more problems in the area of family relationship were more likely to experience academic difficulties and have lower GPA scores [35].…”

Problems in education, employment and social integration of hard of hearing artists

“…Pregledom novijih istraživanja utvrđeno je da komunikacioni, porodični, audiološki faktori, prethodno školsko postignuće, kao i prethodna obrazovna sredina (redovan sistem obrazovanja, sistem obrazovanja za gluvu i nagluvu decu) mogu da utiču na akademski uspeh gluvih i nagluvih studenata tokom visokog obrazovanja (Convertino et al, 2009). Hauser i sar.…”

“…Dominantan način komunikacije ispitanika sa njihovim roditeljima i okolinom je verbalni, što je inače slučaj kod većine (neki podaci kazuju i preko 95%) gluve i nagluve dece koja dolaze iz čujućih porodica (Convertino et al, 2009;DeLana et al, 2007). Roditelji smatraju da govorni jezik približava, a gestovni jezik distancira naše ispitanike od tipične populacije i otežava njihovu socijalnu integraciju.…”