The more time the students spend in gen ed the more likely to have age appropriate language and reading? How when spoken language is not fully accessible to them?
Wild claims. I have known many deaf people who grew up going to Deaf schools who can read and write just fine. Pls dont spread false information. Geez
"More recent data from state-level assessment programs confirm the persistent trend of low academic achievement of deaf and hard-of-hearing students. In California, only 8% of deaf students and 15% of hard-of-hearing students scored proficient or advanced on the California Standards Test for English Language Arts, and for Mathematics, 10% of deaf students and 18% of hard-of-hearing students scored proficient or advanced (
California Department of Education, 2007). We have not identified any other statewide summaries in the literature, but there are several school-level reports from state schools for deaf.
Cawthon (2008) summarized the student proficiency rates from schools for the deaf in 21 states that had report cards for deaf students in 2007. For example, only 15.6% of students in the Louisiana School for the Deaf (LSD), across all grades, achieved proficiency in reading and 31.3% achieved proficiency in mathematics (
Cawthon, 2008, p. 106). To put these statistics into context, compare statewide and LSD eighth-grade reading and mathematics proficiency levels in 2007, for example, statewide they were 58.9% and 55.9%, respectively, whereas at LSD they were 23.8% and 19.0%, respectively (
CCSSO SchoolMatters, 2007). School and statewide comparisons can be made for less commonly tested subjects as well: 20% of LSD students taking the state's Graduate Exit Examination (GEE) achieved at or above the basic level on the science test, compared with 60% statewide, whereas only 10% achieved at or above basic level on the GEE social studies test, compared with 64% statewide (
SchoolDigger.com, 2010). Though the magnitude of the achievement gap between students at schools for the deaf and students statewide varies from state to state, the differences are always substantial and, with few exceptions, deaf and hard-of-hearing students’ proficiency rates are quite low (e.g., see
Cawthon, 2008;
http://www.SchoolMatters.com)."
http://jdsde.oxfordjournals.org/content/17/1/1.full