The Classroom Communication Ease Scale. Development of a self-report questionnaire for mainstreamed deaf students

Area of Science:

• Psychology
• Education
• Linguistics

Background:

• Mainstreamed deaf students face unique communication challenges in academic settings.
• Assessing deaf students' self-perceived communication effectiveness is crucial for educational support.

Purpose of the Study:

• To develop and validate a self-report psychological scale, the Classroom Communication Ease Scale (CCES).
• To measure deaf students' perceived communication effectiveness with teachers and peers.
• To evaluate deaf students' feelings about their communication experiences in mainstream classrooms.

Main Methods:

• Rasch rating scale analysis was applied to data from 50 deaf students in baccalaureate programs.
• The study involved the development of a new psychological scale through empirical item analysis.
• Data collection focused on self-reported communication experiences in postsecondary technical education.

Main Results:

• The analysis yielded a 42-item set empirically defining the cognitive aspects of 'communication ease'.
• An additional 21 items were identified, elaborating the affective aspects of 'communication ease'.
• The Classroom Communication Ease Scale (CCES) demonstrates empirical validity for measuring communication perceptions.

Conclusions:

• The developed CCES effectively measures both cognitive and affective dimensions of communication ease for deaf students.
• The scale provides valuable insights into the subjective experiences of deaf students in mainstream educational environments.
• This tool can inform interventions and support strategies to enhance communication for deaf learners.