Academic and social integration of hard-of-hearing students in public schools
| dc.contributor.advisor | Antia, Shirin D. | en_US |
| dc.contributor.author | Zhao, Jianghong | |
| dc.creator | Zhao, Jianghong | en_US |
| dc.date.accessioned | 2013-04-03T13:34:44Z | |
| dc.date.available | 2013-04-03T13:34:44Z | |
| dc.date.issued | 2000 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/278731 | |
| dc.description.abstract | The 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. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Education, Special. | en_US |
| dc.title | Academic and social integration of hard-of-hearing students in public schools | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1399737 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Special Education, Rehabilitation and School Psychology | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.identifier.bibrecord | .b40640589 | en_US |
| refterms.dateFOA | 2018-06-24T03:51:10Z | |
| html.description.abstract | The 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. |
