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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
FullText Links:
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  Data: The Integration Experience of Hearing Impaired Elementary School Students in Separated and Integrated School Settings
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  Data: <searchLink fieldCode="AR" term="%22Vetter%2C+Alexandra%22">Vetter, Alexandra</searchLink><br /><searchLink fieldCode="AR" term="%22Lohle%2C+Erwin%22">Lohle, Erwin</searchLink><br /><searchLink fieldCode="AR" term="%22Bengel%2C+Jurgen%22">Bengel, Jurgen</searchLink><br /><searchLink fieldCode="AR" term="%22Burger%2C+Thorsten%22">Burger, Thorsten</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22American+Annals+of+the+Deaf%22"><i>American Annals of the Deaf</i></searchLink>. Sum 2010 155(3):369-376.
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Group: Ab
  Data: 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.)
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 369
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: School Desegregation
        Type: general
      – SubjectFull: Semantics
        Type: general
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Intelligence Tests
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Comparative Testing
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Accessibility (for Disabled)
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Mainstreaming
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      – SubjectFull: Special Schools
        Type: general
      – SubjectFull: Regular and Special Education Relationship
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      – SubjectFull: Student Experience
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Germany
        Type: general
    Titles:
      – TitleFull: The Integration Experience of Hearing Impaired Elementary School Students in Separated and Integrated School Settings
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            NameFull: Vetter, Alexandra
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            NameFull: Lohle, Erwin
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            NameFull: Bengel, Jurgen
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            NameFull: Burger, Thorsten
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              Value: 155
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          Titles:
            – TitleFull: American Annals of the Deaf
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