Characteristics of hearing-impaired children in the public schools: Part II. Psychoeducational data

J. M. Davis, N. T. Shepard, P. G. Stelmachowicz, M. P. Gorga

Research output: Contribution to journalArticle

57 Citations (Scopus)

Abstract

Psychoeductional data were collected from the files of 1,250 hearing-impaired children in Iowa public schools in an effort to identify educational and linguistic profiles related to different degrees of hearing loss. The files of most mildly to moderately hearing-impaired children do not reflect complete assessment of language, academic, or intellectual skills even when support services are being provided. The data reveal deficits that often are inconsistent with the reports and patterns of achievement on which the allocation of support services for hearing-impaired children have been based. The appropriateness of many of the assessment tools in use is questionable.

Original languageEnglish (US)
Pages (from-to)130-137
Number of pages8
JournalJournal of Speech and Hearing Disorders
Volume46
Issue number2
DOIs
StatePublished - Jan 1 1981

Fingerprint

Hearing
school
Linguistics
Hearing Loss
deficit
Language
linguistics
language
Hearing Impairment
Public Schools
File

ASJC Scopus subject areas

  • Otorhinolaryngology

Cite this

Characteristics of hearing-impaired children in the public schools : Part II. Psychoeducational data. / Davis, J. M.; Shepard, N. T.; Stelmachowicz, P. G.; Gorga, M. P.

In: Journal of Speech and Hearing Disorders, Vol. 46, No. 2, 01.01.1981, p. 130-137.

Research output: Contribution to journalArticle

@article{19453a1c7bd04b7591a8b1f184f5d9e4,
title = "Characteristics of hearing-impaired children in the public schools: Part II. Psychoeducational data",
abstract = "Psychoeductional data were collected from the files of 1,250 hearing-impaired children in Iowa public schools in an effort to identify educational and linguistic profiles related to different degrees of hearing loss. The files of most mildly to moderately hearing-impaired children do not reflect complete assessment of language, academic, or intellectual skills even when support services are being provided. The data reveal deficits that often are inconsistent with the reports and patterns of achievement on which the allocation of support services for hearing-impaired children have been based. The appropriateness of many of the assessment tools in use is questionable.",
author = "Davis, {J. M.} and Shepard, {N. T.} and Stelmachowicz, {P. G.} and Gorga, {M. P.}",
year = "1981",
month = "1",
day = "1",
doi = "10.1044/jshd.4602.130",
language = "English (US)",
volume = "46",
pages = "130--137",
journal = "Journal of Speech, Language, and Hearing Research",
issn = "1092-4388",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "2",

}

TY - JOUR

T1 - Characteristics of hearing-impaired children in the public schools

T2 - Part II. Psychoeducational data

AU - Davis, J. M.

AU - Shepard, N. T.

AU - Stelmachowicz, P. G.

AU - Gorga, M. P.

PY - 1981/1/1

Y1 - 1981/1/1

N2 - Psychoeductional data were collected from the files of 1,250 hearing-impaired children in Iowa public schools in an effort to identify educational and linguistic profiles related to different degrees of hearing loss. The files of most mildly to moderately hearing-impaired children do not reflect complete assessment of language, academic, or intellectual skills even when support services are being provided. The data reveal deficits that often are inconsistent with the reports and patterns of achievement on which the allocation of support services for hearing-impaired children have been based. The appropriateness of many of the assessment tools in use is questionable.

AB - Psychoeductional data were collected from the files of 1,250 hearing-impaired children in Iowa public schools in an effort to identify educational and linguistic profiles related to different degrees of hearing loss. The files of most mildly to moderately hearing-impaired children do not reflect complete assessment of language, academic, or intellectual skills even when support services are being provided. The data reveal deficits that often are inconsistent with the reports and patterns of achievement on which the allocation of support services for hearing-impaired children have been based. The appropriateness of many of the assessment tools in use is questionable.

UR - http://www.scopus.com/inward/record.url?scp=0019827351&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0019827351&partnerID=8YFLogxK

U2 - 10.1044/jshd.4602.130

DO - 10.1044/jshd.4602.130

M3 - Article

C2 - 7253589

AN - SCOPUS:0019827351

VL - 46

SP - 130

EP - 137

JO - Journal of Speech, Language, and Hearing Research

JF - Journal of Speech, Language, and Hearing Research

SN - 1092-4388

IS - 2

ER -