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Comparing Academic Achievement Based on Degrees of Mainstreaming

Page history last edited by Elizabeth Bryant 15 years ago

In a study by Kluwin (1993), researchers analyzed the results of a five-year study involving 325 D/HH students who were mainstreamed. Students were divided into categories depending on how many general education classes they attended per day. The categories ranged from attending no general education classes to attending two or more general education classes per day. Upon comparing students’ course reports from schools, scores from the 9th-grade Stanford Achievement Test Hearing Impaired Version (SATHI), and student writing samples, researchers were able to identify some points of difference between the groups of students. They found that students who attended more general education classes performed better academically than the other groups of students. These students were also those who demonstrated a high SATHI score in 9th grade, which increased the likelihood that they would attend general education classes. Furthermore, results indicated that attending more general education classes led to more challenging content, fewer vocational classes, and higher expectations of success.




Kluwin, T. N. (1993). Cumulative Effects of Mainstreaming on the Achievement of Deaf Adolescents, Exceptional Children, 60(1), 73-81.





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