The mathematical and science skills of students who are deaf or hard of hearing educated in inclusive settings

Vosganoff, Diane, Paatsch, Louise and Toe, Dianne 2011, The mathematical and science skills of students who are deaf or hard of hearing educated in inclusive settings, Deafness and education international, vol. 13, no. 2, pp. 70-88, doi: 10.1179/1557069X11Y.0000000004.

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Title The mathematical and science skills of students who are deaf or hard of hearing educated in inclusive settings
Author(s) Vosganoff, Diane
Paatsch, LouiseORCID iD for Paatsch, Louise
Toe, DianneORCID iD for Toe, Dianne
Journal name Deafness and education international
Volume number 13
Issue number 2
Start page 70
End page 88
Total pages 19
Publisher Maney Publishing
Place of publication West Yorkshire, U. K.
Publication date 2011-06
ISSN 1464-3154
Keyword(s) mathematics
Summary This study examined the science and mathematics achievements of 16 Year 9 students with hearing loss in an inclusive high-school setting in Western Australia. Results from the Monitoring Standards in Education (MSE) compulsory state tests were compared with state and class averages for students with normal hearing. Data were collected from three cohorts of Year 9 students across a 3-year period (2005‐2007). Results from mathematics MSE9 and the MSE9 science assessments showed that the majority of students with hearing loss performed below the state average (88%). Findings in this study suggest that students with hearing loss demonstrated more mathematical strength in the areas of space and measurement, which use visuo-spatial skills. Results for students with hearing loss in the five sections of the science assessment suggest more consistency across the different areas tested in the MSE. Comparisons with the MSE9 English paper for the 2005 cohort of students with hearing loss suggest a strong relationship between reading and writing skills and performance on mathematics and science assessment. In particular, questions with high language content created difficulty. On the science assessment, questions requiring a written explanation appeared to be particularly challenging. These findings have implications for teaching and learning in these crucial areas for students with hearing loss in inclusive secondary school settings. Greater attention to the interpretation of the language of mathematics and to writing about science concepts may help to improve outcomes for students with hearing loss on statewide assessments
Language eng
DOI 10.1179/1557069X11Y.0000000004
Field of Research 130312 Special Education and Disability
Socio Economic Objective 939907 Special Needs Education
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2011
Copyright notice ©2011, W.S Maney & Son Ltd
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Document type: Journal Article
Collection: School of Education
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