1 Academic Status and Progress of Deaf/HH students: Five years of change State Leaders’ Summit April, 2010 Shirin Antia, Ph.D. University of Arizona.

1

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

Antia et al. 2008 5

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

Antia et al. 2008 11

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)

Antia et al. 2008 15

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

Antia et al. 2008 17

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

Antia et al. 2008 18

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.

Antia et al. 2008 20

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

Antia et al. 2008 26

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

Antia et al. 2008 27

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.