The Effects of Integration on the Mathematics Achievement of Hearing Impaired Adolescents

Abstract

In a study of three metropolitan high school programs for the deaf, a matched groups design was used to assess the relative effects of placement in an integrated class on the mathematics achievement of hearing impaired adolescents. The mathematics achievement of a group of 36 students in mainstreamed mathematics classes was compared with a group of 44 students in self-contained classes matched on the variables of mathematics ability, reading ability, degree of hearing loss, and social adjustment. An analysis of covariance controlling for prior achievement, sex, ethnicity, and degree of hearing loss showed that the integrated students performed significantly better than the students in the self-contained classes. A ‘post-hoc’ model of the differences in the instructional process is proposed to account for the differences which includes (a) higher expectations, (b) exposure to greater quantities of demanding material, (c) availability of individual support, and (d) training in academic content for regular mathematics teachers. The authors propose that differences are attributable to alterable factors in placements.

Reflections of a Group of Deaf Adults on Their Experiences in Mainstream and Residential School Programs in the United States

“…In general, this research has found that deaf students in integrated classes have better academic achievement than their peers in special programs (Allen & Osborn, 1984 ; Kluwin & Moores, 1985) . However, it is not clear that integration, per se, can explain these differences .…”

“…Several studies have begun to address some of these questions (e.g. Kluwin & Moores, 1985 ;Mertens & Kluwin, 1986) .…”

“…112). Kluwin & Moores (1985) developed a post hoc model of the instructional process in an effort to account for differences between students who were mainstreamed and those who were not . Their model includes such factors as high expectations, exposure to greater quantities of demanding material, the availability of individual student support, and training in academic content for mainstream class teachers .…”

Best Academic Practices for Inclusive Classrooms

“…For example, Kluwin and Moores (1985) noted that secondary students with hearing impairments who were integrated into general math classes were achieving more than matched counterparts at segregated schools. Yet the factors impacting higher achievement levels (e.g., higher expectations, exposure to greater quantities of demanding material, availability of individual support, and teachers trained in mathematics), they contended, could have been used in the segregated placement as well.…”

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

“…Prethodne studije koje su poredile uspeh gluvih i nagluvih učenika u obrazovanju u različitim obrazovnim sredinama davale su zbunjujuće rezultate jer su učenici koristili različite modele komunikacije, različite podsticaje i podršku (Holt, 1994). Shodno tome, nekoliko velikih studija je pokazalo da su individualne razlike među gluvim i nagluvim učenicima važnije nego obrazovno okruženje kada se razmatra obrazovno postignuće tokom školovanja (Kluwin & Moores, 1985;Powers, 1999Powers, , 2003Powers, , 2006). Stinson i Klavin (Stinson & Kluwin, 2003) su utvrdili da porodične varijable (prihvatanje i podrška deteta, obrazovanje roditelja i socioekonomski status) više utiču na obrazovni uspeh od samog obrazovnog miljea.…”