Academic achievement of children with deafness or hard of hearing (DHH) inclusive educational setting: a scoping review

Aw, Cheu Lih

Abstract

Education for children who are deaf or hard of hearing (DHH) has resulted in various outcomes. In the move to inclusivity, scarce studies have been conducted to evaluate the academic achievement of DHH children, especially in the inclusive education (IE) setting. Therefore, this review aims to map the literature about the academic achievement of children with DHH within IE settings worldwide, including the assessment tools and interventions received. Data were searched from five electronic databases: EBSCOhost [Academic Search Complete (ASC), MEDLINE and CINAHL], Science Direct, SCOPUS, PubMed (PMC) and ERIC (Education Resources Information Centre). Six studies were found to fulfil the inclusion criteria: investigated the achievement of students with DHH academically and in inclusive educational settings. These studies were organised based on the Problem-Intervention-Outcome Meta-Model (PIO MM) conceptual model. In this model, the problem (population of children with DHH) with the intervention [hearing device(s) used, communication mode, classroom type, and therapy received] and outcomes (academic achievement) were analysed. The resulting studies were conducted in Taiwan, the United States, the Netherlands, and Canada. This study described academic achievement using different tools. This review also showed that most of the studies focused on students with a cochlear implant(s) who usually had severe to profound hearing loss. Communication had been rated as a lower achievement by the classroom teachers and formal examinations. With the mapped findings from the scoping review, future research could focus on various degrees of loss, the hearing devices used, and their relationship to educational outcomes, especially in the IE setting. Keywords: Academic achievement, deafness, hard-of-hearing, inclusive education

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