Educational Environments and Secondary School Outcomes among Students Who Are D/deaf and Hard of Hearing in Special Education

Autor/inn/en	Epstein, Sherise; Christianson, Erin; Ou, Henry C.; Norton, Susan J.; Sie, Kathleen C. Y.; Horn, David L.
Titel	Educational Environments and Secondary School Outcomes among Students Who Are D/deaf and Hard of Hearing in Special Education
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 4, S.1161-1167 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Epstein, Sherise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Educational Environment; Outcomes of Education; Deafness; Hearing Impairments; Special Education; Equal Education; Educational Legislation; Students with Disabilities; Federal Legislation; Regular and Special Education Relationship; Mainstreaming; Dropouts; Graduates; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernleistung; Schulerfolg; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin
Abstract	Purpose: The purpose of this study is to provide updated national estimates on the annual number, educational environments, and secondary school outcomes of students who are D/deaf and hard of hearing (D/HH) receiving special education (SpEd) and related services in the United States. Method: We performed a retrospective cross-sectional descriptive analysis of Individuals with Disabilities Education Act, Part B, Section 618 data from 2012 to 2018. Participants included students 6-21 years old in SpEd with "hearing impairment" reported as their primary disability. The general population of students in secondary school served as a comparator, via Current Population Survey data. We described the annual number of students: (1) overall; (2) by educational environment; and (3) by reason for exiting SpEd, including the proportion graduating from and dropping out of secondary school. We described variation over time. Results: The median annual number of students was 67,655, with minimal variation by year. The proportion in general education (GenEd) for [greater than or equal to] 80% of the day increased by 4.2% over 6 years from 57.8% to 62.0%, whereas the proportions in GenEd for < 40% and 40%-79% of the day decreased by 1.6% and 1.3%, respectively. Proportions in the remainder of the environments changed < 1.0% each. Of exiters, 86.8% of students graduated, whereas 3.9% dropped out, compared to a dropout rate of 5.0% in the general population. Conclusion: From 2012 to 2018, students who are D/HH receiving SpEd in the United States have spent increasingly more time in GenEd, most graduated from high school, and few dropped out, with dropout patterns appearing similar to the general population. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01