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Factors associated with the attitudes of nondisabled secondary school students toward the inclusion of peers who are deaf or hard of hearing in their general education classes

Hung, Hsin-Ling
http://rave.ohiolink.edu/etdc/view?acc_num=osu1110389807

Abstract Details

2005, Doctor of Philosophy, Ohio State University, Educational Theory and Practice.
The main focus of the study was to explore the effects of selected factors such as contact experience, closeness, class norms, class setting, grade level, and gender on nondisabled secondary school students’ attitudes toward inclusion of peers who are deaf or hard-of-hearing in general education classrooms. Additionally, the perspectives of students who are deaf or hard-of-hearing are included for a broader understanding of the issues examined in the study. A correlational research design was utilized. To recruit participants, a purposive sampling approach was employed. A survey approach with direct group administration was the means for data collection. The Inclusion of Deaf or Hard of Hearing Students Inventory, a researcher-developed instrument, was the instrument for data collection. Participants represented either inclusive/mainstreaming or general education classes at each grade level from grades six to twelve in a midwestern urban school district. A total of 100 students participated in the pilot study, and 260 participated in the formal study. Because of the item nonresponse issue, a hot deck imputation technique was employed for missing data treatment on data collected from the nondisabled participants. The complete data set with imputed values was subjected to several statistical analyses, including item analysis, factor analysis, independent sample t-test, comparing means, ANOVA, and multiple regression analysis including one step simultaneous and two block simultaneous entry. The data obtained from the students who are deaf or hard-of-hearing were synthesized to add another perspective on the inclusion issues. The results derived from the data from nondisabled participants support the major tenets of contact theory applied in the study. The results indicate that students in inclusive classes showed more positive attitudes than students in general education classes, and students who had more prior contact experience with persons with disabilities, particularly students who are deaf or hard-of-hearing, had more positive attitudes than those who had less contact experience. Moreover, among the factors investigated, the degree of closeness was the most important variable on the regression models. The perspectives of students who are deaf or hard-of-hearing supported the findings based on the data collected from nondisabled students.
Peter Paul (Advisor)
disabilities; contact experience; NONDISABLED; ATTITUDES; students with disabilities; item

Recommended Citations

Citations

  • Hung, H.-L. (2005). Factors associated with the attitudes of nondisabled secondary school students toward the inclusion of peers who are deaf or hard of hearing in their general education classes [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1110389807

    APA Style (7th edition)

  • Hung, Hsin-Ling. Factors associated with the attitudes of nondisabled secondary school students toward the inclusion of peers who are deaf or hard of hearing in their general education classes. 2005. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1110389807.

    MLA Style (8th edition)

  • Hung, Hsin-Ling. "Factors associated with the attitudes of nondisabled secondary school students toward the inclusion of peers who are deaf or hard of hearing in their general education classes." Doctoral dissertation, Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1110389807

    Chicago Manual of Style (17th edition)

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This open access ETD is published by The Ohio State University and OhioLINK.