NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ934995
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-0002-726X
The Integration Experience of Hearing Impaired Elementary School Students in Separated and Integrated School Settings
Vetter, Alexandra; Lohle, Erwin; Bengel, Jurgen; Burger, Thorsten
American Annals of the Deaf, v155 n3 p369-376 Sum 2010
Integration experiences of hearing impaired German elementary school students in separate educational settings (n = 31) were compared with those of counterparts at the same level in integrated settings (n = 26), and evaluated in regard to psychosocial behavior, semantic-lexical abilities, and communicative skills. Analysis of questionnaire responses and intelligence subtests showed that the only difference between the samples concerned perceived well-being in school, and favored the integrated students. Other percentages of variance are explainable by school type (10%), parents' hearing status (12%), and use of bimodal communication (11%). The integrated students demonstrated a higher level of integration experience, associated with fewer psychosocial abnormalities and better communicative skills. The results indicate that educational setting is not the only factor influencing students' perceived well-being. Other contextual factors, e.g., hearing status of parents and communicative skills, have a similar positive impact on integration experiences. (Contains 6 tables.)
Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany