The Effects of Integration on the Mathematics Achievement of Hearing Impaired Adolescents

Abstract

In a study of three metropolitan high school programs for the deaf, a matched groups design was used to assess the relative effects of placement in an integrated class on the mathematics achievement of hearing impaired adolescents. The mathematics achievement of a group of 36 students in mainstreamed mathematics classes was compared with a group of 44 students in self-contained classes matched on the variables of mathematics ability, reading ability, degree of hearing loss, and social adjustment. An analysis of covariance controlling for prior achievement, sex, ethnicity, and degree of hearing loss showed that the integrated students performed significantly better than the students in the self-contained classes. A ‘post-hoc’ model of the differences in the instructional process is proposed to account for the differences which includes (a) higher expectations, (b) exposure to greater quantities of demanding material, (c) availability of individual support, and (d) training in academic content for regular mathematics teachers. The authors propose that differences are attributable to alterable factors in placements.

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