Academic and social integration of hard-of-hearing students in public schools
AdvisorAntia, Shirin D.
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PublisherThe University of Arizona.
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AbstractThe following thesis explores the academic integration and social integration of hard-of-hearing students. Twenty-one students enrolled in public school regular classrooms throughout the state of Arizona participated in this study. The participants were given a battery of performance measures including the Stanford Achievement Test, the Test of Written Language, Social Skills Rating System and the Classroom Communication Ease Questionnaire. The students' demographic information and the teachers' perception of the selected instruments were also obtained. Students' scores were examined in terms of academic status and social status. The relationship between the academic measures and the social measures and the appropriateness of the selected instruments was examined. Results indicated that hard-of hearing students scored within the average range in terms of academic status (except the Stanford scores) and social status. Students' academic achievement is related to their social competence. A majority of itinerant teachers supported the selected instruments as performance measures.
Degree ProgramGraduate College
Special Education, Rehabilitation and School Psychology