1 academic status and progress of deaf/hh students: five years of change state leaders’ summit...
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Academic Status and Progress of Deaf/HH students: Five years of
change
State Leaders’ SummitApril, 2010
Shirin Antia, Ph.D.University of Arizona
Antia et al. 2008 2
Why is it important to know about DHH
student in general education? 85% of DHH students are in local
school programs 43% of them spend most of their day
in general education classrooms. In the next decade the numbers in
general education classrooms are expected to increase:
Early intervention Cochlear implants
Antia et al. 2008 3
We set out to: Track social and academic status and
progress of DHH students in general education classrooms over a 5 year period
Examine the factors that facilitate or detract from academic success
Antia et al. 2008 4
The Research TeamUniversity of Arizona
• Shirin Antia• Melissa Bonfig• Nalan Babur• Erin Bunce• Anna Ebben • Sarah Goins• Caroline Guardino• Cassandra Hart• Pat Jones• Kathryn Kreimeyer • Ana Maria Medrano Lopez• Kathleen O’Brien de Ramirez• Susanne Reed• Darrell Sabers• Deborah Stryker• Denise Tarpley• Ashwini Tiwari• Karen Van Winkle• Sarah Walker• Jennifer Wolf• Rebecca Zapien
University of Northern Colorado and Colorado State Department of Education
• Cheryl Johnson• John Luckner• Heather Thomas • Helen Miller
Consultants• Frank Gresham, LSU• Michael Stinson, NTID
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Study Participants 197 students in Arizona and Colorado
attending general education classes Identified sensorineural bilateral or unilateral
loss Receive direct or consultative services from
teachers of D/HH students Enrolled in grades 2-8 at beginning of study
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Degree of hearing loss
Prof 90+13%
Missing10%
Sev 61-9024%
Mod 41-6016%
Mild 21-4020%
Uni/HF17%
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Mode of Communication
Missing5%
Sign8%
Spoken and Sign16%
Spoken71%
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Number of hours in general education
Missing10%
5+ hrs58%
3-5 hrs27%
<1 - <3 hrs5%
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Ethnicity
Other11%
Hispanic23%
Native Am6%
White60%
10
Academic Achievement
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Measures Academic
Academic Competence (classroom teacher rating scale)
Academic Achievement (SAT-9, State tests)
Social Social Skills
(teacher, rating scale)
Problem Behaviors (teacher rating scale)
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Teacher Rated Academic Competence
0
20
40
60
80
100
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5
Below AverageAbove
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Teacher rated Academic Competence over Time: another look
Year M (SD)
Yr 1 93 (12)
Yr 2 91 (12)
Yr 3 93 (11)
Yr 4 95 (12)
Yr 5 94 (10)
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Mean Academic Achievement Scores Over Time
0
20
40
60
80
100
Language Reading Math
Mean
NC
E S
core
Yr 1Yr 2Yr 3Yr 4Yr 5
Mean = 50, SD = 21.7
Normal mean
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Reading: Percentage of students at different levels
0
20
40
60
80
100
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5
Below Average Above
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Language/Writing: Percentage of students at different levels.
0
20
40
60
80
100
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5
Below Average Above
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Math: Percentage of students at different levels
0
20
40
60
80
100
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5
Below Average Above
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Average change: Normative academic achievement
Individual regressions yielding a slope Slope provides the average change
over a year. A slope of zero = one year’s change
in one year’s time,i.e. student is keeping up with peers.
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Average annual gain
0
20
40
60
80
100
> one year one year < one year
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Academic Achievement Summary
Average achievement within one standard deviation of the norm- “low average”
Percentage of students making annual progress of one year or more Writing/Language – 74-82% Reading - 72-93% Math - 73-92%
Teachers rate academic behavior as comparable to classmates Yearly change comparable to classmates,
inclining towards positive change.
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What’s the take away message? Hearing loss (any degree) does seem
to put students at academic risk: their performance is in the low average range
The majority of the DHH students whom we looked at are making academic gains similar to peers: they are not falling further behind - but may not be catching up either
.
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Facilitators and Detractors
Child Family School/Program
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Child factors Expressive and
receptive communication
Classroom participation
Self advocacy Motivation
Persistent Consistently
complete school and homework
Consistent use of amplification
Inconsistent use of amplification
Lack of motivation Inconsistent
classwork or homework completion
Lack of classroom participation
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Family factors Parental participation
in the school program The higher the
participation the higher the students’ academic achievement
Parental help with homework
High expectations of child
Good communication with school and child
Inability to help with homework, or lack of consequences for not completing it
Lack of communication with school
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School/Service factors High expectations of
all students along with high expectation of DHH student
Willingness of classroom teacher to make accommodations
Good communication among professionals
Inadequate accommodations
Poor communication among professionals
Low expectations for DHH student
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E-mail us [email protected] [email protected] [email protected]: Antia, S. D., Jones, P. B., Reed, S., & Kreimeyer, K. H. (2009).
Academic status and progress of deaf and hard-of-hearing students in general education classrooms. Journal of Deaf Studies and Deaf Education, 14, 293-311.
Reed, S., Antia, S. D., & Kreimeyer, K. H. (2008). Academic status of deaf and hard-of-hearing students in public schools: Student, home, and service facilitators and detractors. Journal of Deaf Studies and Deaf Education, 13, 485-502.