Academic Success Between Disabling Hearing Loss and Hearing Students in Upper-Secondary: An Inclusive Classroom

David A. Hernández-Ontiveros, Diego-Oswaldo Camacho-Vega
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引用次数: 1

Abstract

Academic performance between disabling hearing loss (DHL) and hearing students is unclear when considering students in the same classroom. The main objective of this study is to identify significant differences in grade by semester between DHL students who study in the same classroom supported by sign language interprets. Second, this study looks to identify what school subjects show significant differences between DHL and hearing students. N= 35 upper-secondary students from a Mexican school with an inclusive educational methodology (deaf and hearings share the same classroom supported by an interpreter) participated in the study (M = 17; SD = 2.2), n = 21 disabling hearing loss students (52% males) and n = 14 hearing students were followed during three years (six semesters). The first step was to obtain the previous grade earned in their low-secondary studies. Second, we got the overall rate by semester identifying grades by subject and comparing results between groups. Results indicated significant differences in academic performance, showing higher mastery for DHL students in the fourth and fifth semesters, particularly in computer-logical subjects and social subjects. In conclusion, this research provides evidence that supports the success of an inclusive methodology where DHL and hearing students share the same instructional design supported by a sign language interpreter. Additionally, DHL students performed better in the computer-logical subjects, an important skill daily but even more in the current COVID -19 crisis, as well as a social subject, an important factor suggested by prior evidence.
残疾听力损失学生和听力健全学生在高中学业上的成功:一个包容性课堂
当考虑同一教室的学生时,残疾听力损失(DHL)和听力正常学生之间的学习成绩是不清楚的。本研究的主要目的是找出在手语翻译支持下在同一教室学习的DHL学生在年级和学期上的显著差异。其次,本研究旨在确定哪些学校科目在DHL和听力学生之间表现出显著差异。N= 35名来自墨西哥一所采用全纳教育方法(聋人与听者共用一间教室并配有口译员)的高中学生参与了本研究(M = 17;SD = 2.2), n = 21名失聪学生(52%为男性)和n = 14名听力正常的学生在3年(6个学期)的时间里进行了随访。第一步是获得他们在初中学习中获得的成绩。其次,我们得到了每个学期的总体成绩,按学科确定成绩,并比较小组之间的结果。结果显示,在学业表现上存在显著差异,DHL学生在第四和第五学期的掌握程度更高,特别是在计算机逻辑科目和社会科目上。总之,这项研究提供了证据,支持包容性方法的成功,DHL和听力学生共享相同的教学设计,由手语翻译支持。此外,DHL学生在计算机逻辑科目和社会科目方面表现更好,这是一项日常重要技能,在当前的COVID -19危机中更是如此,这是先前证据表明的一个重要因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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