Achievement, Language, and Technology Use Among College-Bound Deaf Learners

Area of Science:

• Education of students with hearing loss
• Developmental psychology
• Assistive technology in education

Background:

• Deaf learners are a heterogeneous group with varied academic achievements.
• Prior research focused on younger deaf children, with less attention on older learners.
• Early interventions like cochlear implantation and sign language fluency positively impact younger deaf children's academic success but not older students.

Purpose of the Study:

• To examine the relationship between academic achievement and communication variables in college-bound high school students with hearing loss.
• To investigate the role of assistive technologies and support services in the academic success of older deaf learners.
• To determine predictors of academic achievement in high school students with hearing loss preparing for college.

Main Methods:

• Data from 980 college-bound high school students with hearing loss were analyzed.
• Academic achievement was assessed using college entrance examination scores.
• Communication variables (audiological, language) and use of assistive technologies (e.g., cochlear implants, FM systems) and support services (e.g., interpreting, real-time text) were examined.

Main Results:

• Spoken language skills showed a positive relationship with achievement in certain academic domains.
• Sign language skills were associated with poorer academic achievement in some areas.
• Use of cochlear implants and academic support services in high school explained minimal variability in college entrance examination scores.

Conclusions:

• Factors predicting academic success in younger deaf children do not necessarily apply to older, college-bound deaf students.
• The effectiveness of communication strategies and support services may differ across age groups and academic levels.
• Further research is needed to identify effective interventions for older deaf learners aiming for higher education.