How Are They Really Doing? Observation of Inclusionary Classroom Participation for Children With Mild-to-Moderate Deafness

Bibliographic Data

ID15018048
AuthorsChristina M Borders (Illinois State University, corresponding author), D Barnett, David W Barnett (0000-0003-1841-0633, University of Cincinnati), Amy M Bauer (0000-0003-1909-0213, University of Cincinnati)
Year2010
Volume15
Issue4
Pages348-357
Publication date2010-10-01
Open AccessNo
TypeARTICLE
VenueThe Journal of Deaf Studies and Deaf Education (JOURNAL)
Journal identifiersISSN: 1081-4159 • E-ISSN: 1465-7325
PublisherOxford University Press (PUBLISHER • GB)
DOI10.1093/deafed/enq028
PMID20591839
OpenAlexW2169013174
LanguageEN
Citations received4
References cited26

Direct observation was utilized to study how 5 children with mild-to-moderate deafness participated within inclusive classroom settings. Responses to practice and prompt opportunities, levels of prompting required to follow classroom directions, and engagement were analyzed across students with mild-to-moderate deafness and were compared to students with normal hearing. Similar responses to practice and prompt opportunities were observed across students, and engagement data indicated that 4 children with mild-to-moderate deafness had similar rates to their peers. However, children with mild-to-moderate deafness required higher levels of prompting and were less accurate at following classwide verbal prompts. Agreement data on variables ranged between 83% and 99%, with the exception of 2 prompting levels. Social validity judgments indicated that the information was useful and important. Potential uses for data include consultation with teachers regarding interventions to increase student engagement and research regarding inclusionary practices.

Developmental psychology · Psychological intervention · Behavioral and Psychological Studies · Clinical Psychology · Hearing Impairment and Communication · Inclusion and Disability in Education and Sport · Psychology