Hard Of Hearing Research Paper

Abstract: The objective of this study was conducted in order to identify the differences in communication participation, academic achievement, and social behavior of Deaf or Hard-of-Hearing (DHH) students, DHH students with additional disabilities (DHH-D), and nondisabled hearing peers. The data for this study was collected and analyzed in this way by placing students in multiage classrooms with a teacher-to-student ratio of approximately 1 to 15. The students and teachers used sign language and spoken English in CE classroom. Communication participation, academic achievement, and social behavior are measured by using the Classroom Participation Questionnaire (CPQ) and Social Skills Rating Scale (SSRS). The results showed that DHH students
The study provided that co-enrollment is a valid and valuable option for DHH students in public schools. The three findings of previous relevant studies that the “research indicates that students who are DHH and who are educated in public schools have higher academic achievement scores than those educated in special schools” (Allen, 1986). “Many students in public schools do not develop close relationships with their hearing peers (Stinson & Antia, 1999; Stinson & Kluwin, 1996) and they report feelings of loneliness.” “Stinson and Kluwin (2003) observed that CE programming ‘appears to work well with dedicated and motivated staff when there are sufficient numbers of deaf students to create a viable free-standing program’” (Stinson & Kluwin, 2003; p. 59). The goal of “this study is to document the performance of DHH students in a CE classroom in the areas of classroom communication participation, academic achievement, and social behavior.” Also, to determine any differences exist in the communication participation, academic status, and social behavior of DHH students, DHH-D students, and hearing students in a CE
It answered the researchers’ question which was to determine if there were any differences in communication participation, academic achievement, and social behavior of Deaf or Hard-of-Hearing (DHH) students, DHH students with additional disabilities (DHH-D), and nondisabled hearing peers. The recommendations for further research in this area is to do additional research on DHH-D population to determine if they will benefit from CE program. “Future observation studies will be needed to determine how frequently and how successfully students communicate with one another in CE classrooms.” Also, to do further research on larger scale study of DHH, instead of doing small scale study. Large population scale may provide more accurate results to see if CE program is beneficial to DHH and DHH-D