The Characteristics and Extent of Participation of Deaf and Hard-of-Hearing Students in Regular Classes in Australian Schools
Bibliographic Data
| ID | 16768636 |
|---|---|
| Authors | D Power (0000-0002-8341-0050), Des Power (Robina Hospital, corresponding author) |
| Year | 2002 |
| Volume | 7 |
| Issue | 4 |
| Pages | 302-311 |
| Publication date | 2002-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Journal identifiers | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/deafed/7.4.302 |
| PMID | 15451867 |
| OpenAlex | W2102327784 |
| Language | EN |
| Citations received | 18 |
| References cited | 1 |
A national randomly selected survey of a sample of deaf and hard-of-hearing students included in regular classes from kindergarten to high school in Australian preschools and schools was conducted via a questionnaire to itinerant teachers working with such students. This article reports the analysis of a questionnaire that surveyed the demographic characteristics of such students and a set of characteristics of their behavior in their placement in terms of "participation" in aspects of regular class activities. These aspects were level of integration, academic participation, level of independence, and social participation. Data are reported and analyzed in terms of the above demographic and participatory characteristics of the students. We consider comparisons with comparable reports from the United States and Great Britain and discuss implications for deaf and hard-of-hearing students included in regular classes.
Citizen journalism · Class (philosophy) · Developmental psychology · Independence (probability theory) · Mathematics education · Medical education · Pedagogy · Sample (material) · Set (abstract data type) · Hearing Impairment and Communication · Inclusion and Disability in Education and Sport · Psychology
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| Citations per year | 0.75 |
|---|---|
| Citation span | 2002 - 2026 (25) |
| Highly cited | No |