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Educating Deaf LearnersCreating a Global Evidence Base$
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Harry Knoors and Marc Marschark

Print publication date: 2015

Print ISBN-13: 9780190215194

Published to Oxford Scholarship Online: November 2015

DOI: 10.1093/acprof:oso/9780190215194.001.0001

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Enhancing Academic and Social Outcomes

Enhancing Academic and Social Outcomes

Balancing Individual, Family, and School Assets and Risks for Deaf and Hard-of-Hearing Students in General Education

(p.527) 23 Enhancing Academic and Social Outcomes
Educating Deaf Learners

Shirin D. Antia

Oxford University Press

This chapter focuses on academic and social outcomes of deaf and hard-of-hearing (DHH) students and how individual, family, school, and community assets and risks influence these outcomes. Five-year longitudinal data of mainstreamed DHH students show that, as a group, they achieve in the low-average range academically and have average social skills. Some achieve at grade level and are socially integrated; others have difficulty academically and socially. Individual assets include high motivation, good functional communication, and functional hearing. Family assets include having a good relationship with the child, placing a priority on schooling, and communicating with school personnel. School assets include appropriate services provided by teachers of DHH students and sign language interpreters, support for inclusion, and collaboration among school personnel. Community assets include involvement with the neighborhood and Deaf community. Parents and educators can enhance assets and minimize risks.

Keywords:   DHH, academic outcomes, social outcomes, general education, risks, assets, individual assets, family assets, school assets, community assets

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