Academic status and progress of deaf and hard-of-hearing students in general education classrooms.

The study participants were 197 deaf or hard-of-hearing students with mild to profound hearing loss who attended general education classes for 2 or more hours per day. We obtained scores on standardized achievement tests of math, reading, and language/writing, and standardized teacher's ratings of academic competence annually, for 5 years, together with other demographic and communication data. Results on standardized achievement tests indicated that, over the 5-year period, 63%-79% of students scored in the average or above-average range in math, 48%-68% in reading, and 55%-76% in language/writing.

Academic status of deaf and hard-of-hearing students in public schools: student, home, and service facilitators and detractors.

We examined facilitators and detractors of academic success of 25 deaf or hard-of-hearing (DHH) students selected from a pool of 187 students attending general education classes and enrolled in a study of academic progress. Interviews with their teachers of DHH, general education teachers, principals, parents, interpreters, and students themselves were analyzed for child, family, and school facilitators and detractors of academic status. Facilitators included student self-advocacy and motivation, high family and school expectations, families' ability to help with homework, and good communication between professionals.

Written language of deaf and hard-of-hearing students in public schools.

We obtained data on the writing of 110 deaf or hard-of-hearing students attending public schools who completed the spontaneous writing portion of the Test of Written Language. The average written quotient for the sample was in the below-average range but within 1 standard deviation of the test mean. Forty-nine percent of the sample received written quotients within or above the average range.

Beliefs and practices of itinerant teachers of deaf and hard of hearing children concerning literacy development.

A qualitative case study examined beliefs and practices of itinerant teachers of deaf and hard of hearing students concerning literacy development, the match between these teachers' beliefs and practices, and the impact of itinerant settings. Five itinerant teachers and 15 students participated. Hearing losses were mild to profound.