The Integration Experience of Hearing Impaired Elementary School Students in Separated and Integrated School Settings
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| Title: | The Integration Experience of Hearing Impaired Elementary School Students in Separated and Integrated School Settings |
|---|---|
| Language: | English |
| Authors: | Vetter, Alexandra, Lohle, Erwin, Bengel, Jurgen, Burger, Thorsten |
| Source: | American Annals of the Deaf. Sum 2010 155(3):369-376. |
| Availability: | Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, School Desegregation, Semantics, Deafness, Intelligence Tests, Comparative Analysis, Comparative Testing, Questionnaires, Accessibility (for Disabled), Inclusion, Mainstreaming, Special Schools, Regular and Special Education Relationship, Student Experience, Foreign Countries |
| Geographic Terms: | Germany |
| ISSN: | 0002-726X |
| 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. (Contains 6 tables.) |
| Abstractor: | As Provided |
| Number of References: | 24 |
| Entry Date: | 2011 |
| Access URL: | https://gupress.gallaudet.edu/annals |
| Accession Number: | EJ934995 |
| Database: | ERIC |
| 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. (Contains 6 tables.) |
|---|---|
| ISSN: | 0002-726X |
