Presented at ISEC 2000

The study of psycho - educational Variables affect educational achievement of included hearing impaired students in Iran -2001

N. Akbarloo & M. Ghadami

In the name of God

In each country, the education of children with disabilities is one of the indicators of development and its educational situation. Inclusive education is a step to wards creating equal opportunities . We would like to present a summary of ordinary education and special education with emphasize on students with hearing impairment .

INTRODUCTION

There is no evident document concerning the begining of informal special education in Iran. But some steps have been taken in the field of educating children with disabilities specially blind and deaf children. The most important criteria are as follow :

Table 1: Criteria of education in Iran. .

Now there are more than 17/000/000 Students at diffrent levels in Iran who are detailed as :

Table 2: Distribution of students.

Also 251/556 Children Covered by preschool education . History of special education is tied to the name of Jabbar Baghchehban (the first teacher of deaf students) in 1925 . during last decades, the situation of special education in Iran has been improved due to: 1) appropriate curriculum, 2) allocation more funds, 3) proper legislation .

Table 3: Distribution of students in special and ordinary schools .

Hearing impaired students distribution with regard to educational level in special and ordinary schools are as follow :

Table 4: Distribution of hearing impairedstudents.

This study has been done on 556 integrated students with the following characters: The Age range 6 - 21 The average age of hearing loss 2 - 5 years (SD= 0/57 years) . The average age of diagnosis 2 - 5 years (SD= 0/862 years) . The average age of amplification 2 - 5 years (SD= 1) The average age of integration 11/32 years (SD= 4/75 years) . The average duration of integration 3/22 years (SD= 2/64 years) .

Table 5: Distribution of studied cases .

1: Independent variables Age of hearing loss and diagnosis

Age of intervention (Pre - school education).

Degree of hearing loss.

Type and use of sensory aid.

Age and duration of inclusion .

2: Dependent variables (as the indicators of educational success) .

Average of final annual score .

Fail in a grade or lesson .

Class teacher's Idea about students' progress .

Itinerant teacher's idea about students' progress .

DATA ANALYSIS

Table 6: Multiple Regression of average scores and independent variables .

Table 7: Multiple regression of fail in a grade or a lesson and independent variables .

Table 8: Multiple regression of itinerant teacher's idea and independent variables .

Table 9: Correlation of variables.

Results

The results of multiple regression of average score of students and independent variables testing are shown in table 6. The results of multiple regression of fail in a grade or a lesson testing are shown in table 7. The results of multiple regression of average score of itinerant teachers idea about students educational situation and independent variables are shown in table 8 .

The common variables in three tests which affect the success of hearing impaired students are :

1- Age of diagnosis .

2- Age of integration .

3- Duration of integration .

4- Preschool education .

5- Degree of hearing loss.

6- Age of amplification .

The test of correlation between variables is shown in table 4 . There is correlation between expected variables such as age of diagnosis and integration and age of amplification and fail in a degree or lesson and etc .

Conclusion

The most important factor in the education of deaf students is the early diagnosis of hearing lass and logically lesser age of intervention and amplification and cosequently better communication skills and speech perception and educational success in regacar clusses. Other results indicates the impurtance of hearing aid oriontalion specially in the early childhood and consistenly of its use .

Index