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Academic achievement and self-concept of deaf and hard-of-hearing and hearing students transitioning from the first to second cycle of primary school in Ethiopia.
- Source :
- International Journal of Inclusive Education; Jun2019, Vol. 23 Issue 6, p609-623, 15p
- Publication Year :
- 2019
-
Abstract
- This study was done to examine the transition of deaf and hard-of-hearing (DHH) and hearing students from the first cycle (Grade 4) to the second cycle (Grade 5) of primary education in Ethiopia. Academic achievement and self-concept were measured longitudinally with 103 DHH and hearing students. Participants were selected from three different settings (special schools, special classes and regular schools). Self-Description Questionnaire I (Marsh, H. W. 1990. Self-Description Questionnaire – I (SDQ I). Manual. MacArthur, NSW, Australia: University of Western Sydney) was used to measure the children's self-concept. The results showed a decrease in the academic achievement and academic self-concept of DHH students who were in a special class (Grade 4) when they transferred to the mainstream (Grade 5), while the academic achievement and self-concept of the DHH students continuing in a special school remained stable. All three groups – DHH in the mainstream, DHH in the special school and hearing students – showed improvements in their social self-concept after the transition. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 13603116
- Volume :
- 23
- Issue :
- 6
- Database :
- Complementary Index
- Journal :
- International Journal of Inclusive Education
- Publication Type :
- Academic Journal
- Accession number :
- 135932629
- Full Text :
- https://doi.org/10.1080/13603116.2018.1441913