ABSTRACT
The study reports on a set of questions added to the 1997-98 Annual Survey of Deaf and Hard of Hearing Children and Youth designed to take into consideration the functioning of children in their classroom in nine functional areas. Basing information on 30,198 students, the study describes prevalence rates of reported limitations in these functional areas for deaf and hard of hearing students, compares these to rates resulting from the reporting of categorically defined additional disabilities, and examines interrelationships among the items. Results of school estimates of students' functional hearing abilities are presented. The study's findings suggest a broader range and higher prevalence of functional limitations than would be assumed by analyzing categories of additional disabilities alone. The study's findings support the viability of functional assessment through large surveys. The discussion emphasizes the importance of functional assessment for the provision of appropriate educational services to deaf and hard of hearing children.
Subject(s)
Deafness , Disability Evaluation , Persons With Hearing Impairments/psychology , Students , Adolescent , Attention Deficit Disorder with Hyperactivity/complications , Child , Child, Preschool , Cognition Disorders/complications , Deafness/complications , Humans , Intellectual Disability/complicationsSubject(s)
Correction of Hearing Impairment , Education, Special , Schools , Humans , Residential Facilities , United StatesSubject(s)
Education, Special , Hearing Disorders , Manual Communication , Age Factors , Canada , Child , Deafness/etiology , Disabled Persons , Female , Hearing , Hearing Disorders/etiology , Humans , Male , Parents , Sex FactorsSubject(s)
Deafness/epidemiology , Pregnancy Complications, Infectious , Rubella , Child , Deafness/etiology , Education, Special , Female , Humans , Male , Pregnancy , United StatesSubject(s)
Education, Special , Hearing Disorders , Achievement , Adolescent , Child , Communication , Disabled Persons , Female , Humans , MaleSubject(s)
Achievement , Deafness/rehabilitation , Education, Special , Adolescent , Adult , Child , Educational Measurement , Female , Humans , Male , United StatesABSTRACT
Congenitally deaf subjects were compared with normal-hearing subjects on short-term retention accuracy and correct response latency. The subjects paced themselves through serial lists of consonant letters six- or seven-items long. Presentation of each list was followed by a position-probe test requiring the subjects to specify where in the list a particular letter had appeared. The subjects were first observed while generating their own input strategies (free strategy). In subsequent sessions they adopted instructed rehearsal strategies involving primary and secondary memory components. Overall, the normal-hearing subjects were more accurate and responded faster than the deaf subjects. Instructing rehearsal strategies resulted in immediate gains on these measures for both groups. For both measures the deaf subjects became at least as proficient as the normal-hearing subjects had been under free strategy. The patterns of correct response latencies for the groups revealed strikingly different comparisons for primary and secondary memory. Following strategy instruction, latencies for the terminal list items never differed for the two groups, indicating that primary memory in the deaf is fully intact. However, the deaf responded slower on the first items of the list, indicating secondary memory deficiencies.
