Electronic Thesis and Dissertation Repository

Degree

Master of Science

Program

Health and Rehabilitation Sciences

Supervisor

Sheila Moodie, Ph.D

Abstract

An exploratory, mixed-method and multi-level research design was employed to examine relationships among students’ hearing loss, academic achievement and self-regulation (SR), classroom background noise levels, teachers’ perceptions of inclusion of students who are hard of hearing (HH) and features of classroom instruction that support SR. Data consisted of 10 elementary teachers’ perceptions of the inclusion, and ratings of 131 students’, of whom 8 were hard of hearing, SR and academic achievement scores. Classroom observations were conducted to obtain background noise levels and to examine whether and how teachers implement the features of classroom contexts to support SR within their classroom. Results indicated that a) hearing status predicted SR, b) SR predicted academic achievement for normal hearing (NH) and hard of hearing (HH) students, c) HH students’ received lower SR ratings than NH peers, and d) classroom background noise levels were negatively related to the use of features of instruction to support SR and to teachers’ knowledge and understanding of hearing loss. These results highlight the importance for further teacher education to emphasize a) the effects of hearing loss on learning and SR, b) the influence of classroom background noise levels on HH and NH students’ success, and c) effective strategies for creating an inclusive classroom.


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