The Integration Experience of Hearing Impaired Elementary School Students in Separated and Integrated School Settings.

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Bibliographic Details
Title:	The Integration Experience of Hearing Impaired Elementary School Students in Separated and Integrated School Settings.
Authors:	VETTER, ALEXANDRA¹, LÖHLE, ERWIN², BENGEL, JÜRGEN³, BURGER, THORSTEN⁴
Source:	American Annals of the Deaf. Summer2010, Vol. 155 Issue 3, p369-376. 8p.
Subject Terms:	Communicative competence, Computer software, Statistical correlation, School children, *Data analysis, Fisher exact test, Hard of hearing people, Questionnaires, Rehabilitation, T-test (Statistics)
Geographic Terms:	Germany
Abstract:	Integration experiences of hearing impaired German elementary school students in separate educational settings (n = 31) were compared with those of counterparts at the same level in integrated settings (n = 26), and evaluated in regard to psychosocial behavior, semantic- lexical abilities, and communicative skills. Analysis of questionnaire responses and intelligence subtests showed that the only difference between the samples concerned perceived well-being in school, and favored the integrated students. Other percentages of variance are explainable by school type (10%), parents' hearing status (12%), and use of bimodal communication (11%). The integrated students demonstrated a higher level of integration experience, associated with fewer psychosocial abnormalities and better communicative skills. The results indicate that educational setting is not the only factor influencing students' perceived well-being. Other contextual factors, e.g., hearing status of parents and communicative skills, have a similar positive impact on integration experiences. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Integration experiences of hearing impaired German elementary school students in separate educational settings (n = 31) were compared with those of counterparts at the same level in integrated settings (n = 26), and evaluated in regard to psychosocial behavior, semantic- lexical abilities, and communicative skills. Analysis of questionnaire responses and intelligence subtests showed that the only difference between the samples concerned perceived well-being in school, and favored the integrated students. Other percentages of variance are explainable by school type (10%), parents' hearing status (12%), and use of bimodal communication (11%). The integrated students demonstrated a higher level of integration experience, associated with fewer psychosocial abnormalities and better communicative skills. The results indicate that educational setting is not the only factor influencing students' perceived well-being. Other contextual factors, e.g., hearing status of parents and communicative skills, have a similar positive impact on integration experiences. [ABSTRACT FROM AUTHOR]
ISSN:	0002726X
DOI:	10.1353/aad.2010.0015