Factors associated with school participation among students with hearing loss

Table 1.

ICF-CY categoriesMeasurementsDependent variablesParticipationd355 Discussion
d350 Conversation
d160 Focus attention

• The pupil participates in classroom discussions (Long, Stinson, and Braeges 1991; Antia, Sabers, and Stinson 2007)

• How actively does the student participate in class discussions/conversations compared to the average of the classmates?

• How attentive is the student towards class discussions/conversation compared to the average of the classmates? (less, slightly less, equal to, slightly more, more)

d8201 Classroom activities
d160 Focus attention

• How actively does the student l participate in the teaching compared to the average of the classmates?

• How attentive is the student l towards the teaching compared to the average of the classmates? (Less, slightly less, equal to, slightly more, more)

d750 Forming relationships

• To what extent is the student socially included with classmates or peers during breaks (to a slight degree, to some degree, to a great degree, or unsure) (Ytterhus and Tøssebro 2005)

• To what extent is the student socially included with classmates or peers during the lessons?

• How do you think the student perceived herself/himself in relation to peers in the class? (Lonely, involved, but slightly in the periphery, included) (Ytterhus and Tøssebro 2005)

• How often does the student participate in activities during breaks compared with the average student of the class (less than, equal to, more than)

• Does the student have friends at school? (None, has one friend, or has many friends)

Independent variablesActivityd150 ListeningClassroom participation questionnaire (Long, Stinson, and Braeges 1991; Antia, Sabers, and Stinson 2007):

• Understand teachers

• Understand classmates

Body functionb230 Hearing function

• Degree of HL (Hendar 2008)

Environmental factorse1251a assistive technology that improves listening perception

• How often are, respectively, teacher- and pupil-microphones used when you teach the whole class?

• How often are, respectively, teacher- and pupil-microphones used during class discussion/conversation?

• (Never, seldom, sometimes, almost always, or always)

e5853 special educational support

• How often is the student taught outside the classroom?

• How often is the student assisted in the classroom? (three to four hours a day, one to two hours a day, three to four hours a week, one to two hours a week, two to three hours a month, or less)

e5858 Education and training services, systems and policies, other specified

• How many students are there in the class?

e310 Family support

• To what extent are you satisfied with the parental follow-up of, the student’s academic performance

• To what extent are you satisfied with the parental follow-up of, the student’s social performance? (To no degree, to a small degree, to some degree, to a high degree, or to a quite high degree)

e325 Acquaintances, peers, colleagues, neighbours and community members

• Are there other students with HL in the class?

• Are there other students with HL at the school (yes, no)

Personal factorsPsychological characteristics

• How motivated is the student to succeed at school?

• What is the student’s ability level compared with his or her classmates?

• What is the student’s effort in school? Retrieved from Nordahl (2005) study

• What is the student’s level of autonomy/independence at school?

• What is the student’s level of self-confidence at school?

• What is the student’s level of safety at school? (Quite low, low, middle, high, or quite high)

Table 2.

Can hear speech without hearing aids at a distance of one metre58.9Can hear speech with hearing aids/cochlea implant at a distance of one metre30.4Cannot always hear speech with hearing aids/cochlea implant at a distance of one metre10.1Cannot hear speech with hearing aids/ cochlea implant at a distance of one metre0.6

Table 3.

Only HL70.4HL and severe reading and writing difficulties9.5HL and severe behavioural difficulties3.6HL and visual disabilities4.7HL and mobility disabilities2.4HL and more than two impairments9.5

Table 4.

2345678910111213141516MSDMdnMode1 Social participation.30**.34**.36**.25**.41**.06−.03.11.30**.00−.18*−.06.25**−.01.47**12.452.2414142 Participation academ. activities.48**.51**.62**43**−.04 .05.22**.35**−.05−.03−.15.40**.12.31**14.964.2115153 Understand students.63**.40**.25**−.00−.00.21**.29**−.03−.01−.02.29**−.00.38**8.981.72994 Understand teachers.51**.29**−.05−.00.10.39**.05.04−.08.38**−.02.36**14.131.9415165 Academic skills and motivation.41**−.20**−.07.29**.33**.00.10−.02.58**.20**.48**13.473.3513126 Self−confidence.14.10.26**.18*−.12−.05−.03.18*.17*.29**7.011.39777 Sex−.05−.09−.07−.09−.06−.05−.06.08−.111.54.51228 School age.08−.01−.13.07−.06.16*−.04−.18*1.6.49229 Use microphones−.12−.05.03.00.19*.33**17*14.124.68161810 Educational support.10.09−.12.25**−.25**.35**9.112.88101211 Class size.08.11.01.16*.0421.68.6212012 Others with HL at school.16*.03−.05−.041.22.411113 Others with HL in class−.10.16*−.121.61.492214 Parental involvement.13.33**7.841.638815 Hearing loss.031.70.452216 Several impairments1.52.7011

Table 5.

HLSeveral impairmentParental involv.Edu. supportUse mic.USUTSexAcademic. motivationSelf-confidenceParental involvement.32Educational support−.28.36.19Use microphones.33.16Understand Students−.00.38.04.22.18Understand Teachers−.05.33.24.31.10.54Academic motivation.15.47.43.20.14.14.26−.14Self-confidence.12.22.18.08.22.06.11.19.41Participation in academic activities.09.35.23.16.15.34.14−.03.51.18

Table 6.

HLSeveral impair.ParentEdu. supportUse mic.Other pupils with HLUT and USSexAcademic skills and motivationSelf-confidenceParental involvement.32Educational. support−.27.35.20Use microphones.33.16Understand teachers and students.−.07.41.27.24Academic skills and motivation.15.47.45.19.10.26−.17Self-confidence.11.22.19.08.19.11.15.41Social participation−.00.45.05.05.04−.15.21.07−.01.29