Social Outcomes of Students Who Are Deaf and Hard of Hearing in General Education Classrooms

Autor/inn/en	Antia, Shirin D.; Jones, Patricia; Luckner, John; Kreimeyer, Kathryn H.; Reed, Susanne
Titel	Social Outcomes of Students Who Are Deaf and Hard of Hearing in General Education Classrooms
Quelle	In: Exceptional Children, 77 (2011) 4, S.489-504 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Behavior Problems; Extracurricular Activities; Classroom Communication; Rating Scales; Mainstreaming; Inclusion; Deafness; Hearing Impairments; Regular and Special Education Relationship; Longitudinal Studies; Interpersonal Competence; Social Behavior; Antisocial Behavior; Predictor Variables; Questionnaires; Social Skills Rating System + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Klassengespräch; Rating-Skala; Inklusion; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interpersonale Kompetenz; Social behaviour; Soziales Verhalten; Prädiktor; Fragebogen
Abstract	Students with hearing loss attending general education classrooms have been reported to experience difficulties in social skills and relationships. This 5-year longitudinal study examined the social skills and problem behaviors of students who were deaf or hard of hearing, and who attended general education classrooms. Data were obtained from classroom teachers and students themselves. The mean Social Skills and Problem Behavior scores (Social Skills Rating Scales; Gresham & Elliott, 1990) were within the average range and normally distributed each year. The average change over 5 years in social skills and problem behavior was not significant. The most consistent predictors of social outcomes were the students' classroom communication participation and participation in extracurricular activities. Implications for placement, intervention, and further research are discussed. (Contains 6 tables.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10