Lessons for Inclusion: Classroom experiences of students with mild and moderate hearing loss.
Bibliographic record
Abstract
This paper is being submitted for consideration for the special issue of CJE to be published in December 2012, entitled What is inclusive education in Canada? Up to 15 % of the student population in integrated classrooms has mild or moderated hearing loss (MMHL) (Niskar et al., 2001), a communication disability that can impact language development, academic performance, and social-emotional quality of life. Due to the mostly intelligible speech of these students, teachers may easily overlook their difficulties with classroom participation and subsequently give little attention to mitigating the effect of their hearing loss. Consequently, full inclusion of students with MMHL in integrated classrooms can be compromised. The purpose of this research is to investigate through in-depth interview the experiences of students with MMHL to gain insight into how they, as learners, conceptualized and managed their hearing loss during their school career. Self-determination theory provided an analytical framework and disability identity development research expanded the latent meanings of the school experiences that students with hearing loss negotiate in their attempts to gain full inclusion at school. Participants’ statements revealed a reluctance to seek support from educators or peers, even in instances of communication breakdown. Qualitative analysis highlighted a coherent message that educators (a) understand the lived experience of students with MMHL, (b) recognize the inherent contradictions that can accompany this disability, and (c) attend to student needs; to communication, learning, and social-emotional needs. Practical teaching strategies facilitating inclusion of students with MMHL are provided, as are recommendations for educational researchers to ascertain the type of supports from which they could benefit to gain full inclusion in their classrooms. Keywords: Inclusion, hearing loss, social-emotional, disability identity
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.019 | 0.011 |
| Scholarly communication | 0.010 | 0.005 |
| Open science | 0.003 | 0.018 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".