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. Detractors included additional disabilities and poor family-school communication. A comparison of above- and below-average students revealed no single distinguishing facilitator or detractor. Each above-average student had many facilitators, whereas each below-average student had several significant detractors.
Reed
Susanne
S
University of Arizona, College of Education, Tucson, AZ 85721-0069. santia@u.arizona.edu.
Antia
Shirin D
SD
Kreimeyer
Kathryn H
KH
D000293:Adolescent; D002648:Child; D002651:Child Advocacy; D003142:Communication; D003638:Deafness / Q000523:psychology*; D006233:Persons with Disabilities; D004522:Educational Status; D005178:Faculty; D005190:Family; D005260:Female; D006801:Humans; D007406:Interview, Psychological; D008297:Male; D009042:Motivation; D010290:Parents; D019986:Persons with Hearing Disabilities / Q000523:psychology*; D011203:Poverty; D012574:Schools; D012931:Social Environment; D013334:Students