Teachers' Perceptions of Self-Determination among Deaf / Hard of Hearing Students
Bibliographic record
Abstract
Background: This study aims to assess the level of self-determination skills acquired by deaf and hard of hearing students (HISs) as perceived by their teachers. And to examine whether their levels differ due to variations in severity, type of disability, students’ age, or teachers’ years of experience as independent variables. The dependent variable is the level of self-determination skills. Methods: A descriptive-analytical method was used. The study sample consisted of 90 teachers who responded to a self-determination skills questionnaire. The data were analyzed with descriptive statistics through averages, standard deviations, relative weight, the Kruskal–Wallis test, and the Mann–Whitney test to validate the study hypotheses. Results: The findings revealed that HISs acquired a high level of self-determination skills in their teachers’ views (M = 3.638, RW = 72.8%). In addition, there were significant differences in the level of self-determination skills acquired by HISs in relation to disability severity and the students’ ages. On the other hand, no significant differences were detected according to the type of disability or the teachers’ years of experience. Independent variables significantly contribute to determining the level of self-determination skills in the deaf and hard of hearing. Conclusion: The study's findings present empirical evidence indicating the feasibility of improving self-determination skills for the hearing impaired and suggest further studies.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
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 teacher head, 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".