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School Readiness and Academic Achievement of Children with Hearing Impairment: A South African Exploratory Study

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Title: School Readiness and Academic Achievement of Children with Hearing Impairment: A South African Exploratory Study
Language: English
Authors: Maluleke, Ntsako P. (ORCID 0000-0003-1206-0011), Khoza-Shangase, Katijah (ORCID 0000-0002-6220-9606), Kanji, Amisha (ORCID 0000-0002-9577-4935)
Source: South African Journal of Childhood Education. 2021 11(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Peer Reviewed: Y
Page Count: 7
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Grade 3
Primary Education
Descriptors: Foreign Countries, Hearing Impairments, School Readiness, Academic Achievement, At Risk Students, Early Intervention, Preschool Education, Grade 3, Success, Disability Identification, Auditory Tests, Individual Characteristics, Elementary School Students, Preschool Children
Geographic Terms: South Africa (Johannesburg), South Africa
ISSN: 2223-7674
Abstract: Background: Children with hearing impairment may be at risk of not achieving the necessary school readiness because of the link between hearing impairment and academic achievement. However, early hearing detection and intervention (EHDI) can improve potential outcomes for these children. Aim: As part of a bigger study titled 'Communication and school readiness abilities of hearing-impaired preschool graduates: Exploring outcomes of early intervention preschool programs in Gauteng', the aim of this study was to describe the school readiness and academic achievement of children with hearing impairment through retrospective record reviews of EHDI preschool records and Grade 3 teachers' survey. Setting: The study was conducted in Gauteng, South Africa, where two EHDI preschool centres participated in the study. Methods: Eight children identified with hearing impairment and enrolled in EHDI preschools were included in the study, along with their Grade 3 teachers. Data collection was conducted through a self-developed teacher questionnaire and record reviews of the children's preschool files. Data were analysed using descriptive statistics. Results: Three children (n = 8) obtained age-appropriate school readiness results and were subsequently enrolled in mainstream schools. Five children (n = 8) did not exhibit age-appropriate school readiness and were subsequently enrolled in remedial schools and schools for Learners with Special Education Needs (LSEN). Conclusion: These preliminary findings demonstrate that through EHDI, children with hearing impairment are allowed to develop the school readiness required to experience academic success. Factors influencing outcomes within the South African context need to be explored in order for South Africa to benefit maximally from EHDI initiatives.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1316981
Database: ERIC
FullText Text:
  Availability: 0
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  Data: School Readiness and Academic Achievement of Children with Hearing Impairment: A South African Exploratory Study
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Maluleke%2C+Ntsako+P%2E%22">Maluleke, Ntsako P.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1206-0011">0000-0003-1206-0011</externalLink>)<br /><searchLink fieldCode="AR" term="%22Khoza-Shangase%2C+Katijah%22">Khoza-Shangase, Katijah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6220-9606">0000-0002-6220-9606</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kanji%2C+Amisha%22">Kanji, Amisha</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9577-4935">0000-0002-9577-4935</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Childhood+Education%22"><i>South African Journal of Childhood Education</i></searchLink>. 2021 11(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
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  Data: Y
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  Data: 7
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  Label: Publication Date
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+Impairments%22">Hearing Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+Identification%22">Disability Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Tests%22">Auditory Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Africa+%28Johannesburg%29%22">South Africa (Johannesburg)</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 2223-7674
– Name: Abstract
  Label: Abstract
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  Data: Background: Children with hearing impairment may be at risk of not achieving the necessary school readiness because of the link between hearing impairment and academic achievement. However, early hearing detection and intervention (EHDI) can improve potential outcomes for these children. Aim: As part of a bigger study titled 'Communication and school readiness abilities of hearing-impaired preschool graduates: Exploring outcomes of early intervention preschool programs in Gauteng', the aim of this study was to describe the school readiness and academic achievement of children with hearing impairment through retrospective record reviews of EHDI preschool records and Grade 3 teachers' survey. Setting: The study was conducted in Gauteng, South Africa, where two EHDI preschool centres participated in the study. Methods: Eight children identified with hearing impairment and enrolled in EHDI preschools were included in the study, along with their Grade 3 teachers. Data collection was conducted through a self-developed teacher questionnaire and record reviews of the children's preschool files. Data were analysed using descriptive statistics. Results: Three children (n = 8) obtained age-appropriate school readiness results and were subsequently enrolled in mainstream schools. Five children (n = 8) did not exhibit age-appropriate school readiness and were subsequently enrolled in remedial schools and schools for Learners with Special Education Needs (LSEN). Conclusion: These preliminary findings demonstrate that through EHDI, children with hearing impairment are allowed to develop the school readiness required to experience academic success. Factors influencing outcomes within the South African context need to be explored in order for South Africa to benefit maximally from EHDI initiatives.
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  Data: As Provided
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  Data: EJ1316981
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Hearing Impairments
        Type: general
      – SubjectFull: School Readiness
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Success
        Type: general
      – SubjectFull: Disability Identification
        Type: general
      – SubjectFull: Auditory Tests
        Type: general
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: South Africa (Johannesburg)
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: School Readiness and Academic Achievement of Children with Hearing Impairment: A South African Exploratory Study
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            NameFull: Kanji, Amisha
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