In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
Vol.
8
, No. 2, J
une
201
9
,
p
p
.
2
80
~2
85
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
2.
196
32
280
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
The effects of hearing deficit
s on
student self-perceptions of
social be
l
ongi
ng, difficult
y
at sc
hool, and self-image
L
i
n
d
sy
C
ox, Britt
an
y
R
u
ff
o, Ju
lia
n
n
e Laird, Ben
jamin
P
. Schade,
K
aren
H
.
L
a
rwin
S
c
hoo
l P
s
ych
o
l
og
y,
Y
oun
gs
t
o
w
n
S
t
a
t
e
U
ni
ver
s
i
t
y,
U
S
A
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Feb
2
5
,
2
019
Re
vise
d A
p
r
20,
201
9
Ac
ce
p
t
ed
M
a
y
3
, 2
0
19
A
pauci
t
y
of
r
esearch
e
xis
t
s
that
e
xam
i
n
e
s
how
w
ell
hearing-i
m
p
ai
re
d
st
ud
ents
f
u
n
ctio
n
i
n
t
he
p
rimary
a
nd
s
econd
ar
y
grades
w
h
e
n
atte
nd
in
g
a
general
educat
ion
setting
.
T
he
r
esearch
t
hat
does
e
xist
s
to
s
ug
gest
t
h
a
t
iss
u
es
of
p
oor
s
elf
-
percep
ti
on,
c
hall
enges
regard
in
g
a
sens
e
of
b
el
on
g
ing,
a
n
d
s
e
l
f
-
im
ag
e
m
a
y
b
e
a
m
p
lifi
ed
f
o
r
t
h
e
n
on-h
earin
g
s
t
u
d
ent.
T
he
c
urrent
inves
t
i
g
at
i
o
n
exam
ine
s
t
he
s
el
f-reported
f
eel
ings
o
f
t
h
e
heari
n
g-i
m
pa
i
r
ed
st
ud
ents
r
el
ati
v
e
to
t
h
e
s
tu
den
t
w
it
h
no
id
entif
i
e
d
h
earin
g
dif
fi
culties.
R
esults
su
gg
est
t
h
at
w
h
i
le
s
o
c
ial
b
e
longi
ng
m
ay
b
e
a
p
r
obl
em
f
o
r
t
h
e
h
e
aring
-
impa
ire
d
s
tud
e
nt
s
re
la
tiv
e
t
o
the
i
r
he
a
r
in
g
pe
e
r
s,
n
o
diffe
r
e
n
c
es
w
ere
f
o
u
nd
on
t
h
e
r
esp
o
n
s
es
a
ss
ociat
e
with
s
el
f
-
im
age
or
t
rouble
at s
cho
o
l
.
K
eyw
ord
s
:
H
e
a
r
ing de
fi
c
i
ts
Hi
gh
scho
o
l
Sel
f-image
Se
l
f-per
cep
ti
o
n
So
ci
al
b
elon
gin
g
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of
Advanced
En
gi
neeri
n
g
an
d
S
c
ien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
K
a
r
e
n H
. Larwin,
P
h.
D,
Sch
o
o
l
Psy
c
hol
ogy
,
Y
o
u
ngs
tow
n
S
tate
U
n
i
ver
i
s
t
y
,
O
n
e
U
n
ivers
ity
C
irc
l
e,
Y
oun
g
s
tow
n
O
hi
o, U
n
i
te
d
States
o
f A
m
er
ic
a.
Em
ail:
khla
r
w
i
n@
ysu.
edu
1.
I
N
TR
OD
U
C
TI
O
N
D
e
spite
t
he
h
o
p
e
tha
t
s
t
u
d
e
nt
s
of
a
ll
d
isab
il
i
t
y
ba
c
k
g
r
ounds
w
i
ll
e
xper
i
e
n
ce
e
q
u
a
l
ac
ces
s
to
educ
a
t
i
o
na
l
e
xpe
rie
n
ce
s
a
n
d
opp
or
tun
i
tie
s
a
s
t
he
i
r
t
y
p
i
c
a
l
l
y
d
e
v
e
lop
i
ng
p
ee
rs,
re
se
arc
h
h
as
s
ho
wn
t
h
a
t
,
ac
adem
ica
l
l
y
,
no
n-he
ari
n
g
st
ude
n
t
s
t
y
pica
ll
y
unde
r-pe
rform
i
n
t
he
c
lassr
oom
c
ompa
red
to
t
he
ir
h
ea
ri
n
g
p
e
e
rs
of
s
imi
l
ar
a
ges
a
n
d
grad
e
le
v
e
ls
[
1].
These
fi
n
d
in
gs
i
n
d
i
ca
te
t
ha
t
no
n-he
a
r
in
g
s
t
u
d
e
n
ts
m
a
y
n
ot
c
omp
r
ehen
d
as
m
uch
c
o
n
t
ent
a
s
i
n
t
e
n
de
d
from
i
n
s
t
r
u
c
tio
n;
t
h
i
s
m
a
y
b
e
p
a
r
t
i
a
l
l
y
a
tt
r
i
b
u
t
ab
le
t
o
E
n
g
l
i
s
h
l
a
n
gua
ge
profic
ie
nc
y
or
i
na
cc
ura
t
e
tra
n
s
l
at
i
on
whe
n
i
n
t
er
preter
s
a
r
e
uti
l
i
ze
d
[2].
H
ow
eve
r
,
Ea
sterbr
oo
ks
a
n
d
Be
al-
A
l
vare
z [3] fo
un
d t
h
at
m
any
dea
f
a
n
d
har
d of hea
ri
n
g
s
tu
de
nt
s d
em
ons
t
r
a
t
e rea
d
ing
ach
i
e
ve
me
nt
l
e
v
e
l
s
ab
ove
w
h
at
i
s
c
o
mm
on
l
y
b
el
ie
ve
d
pos
si
b
l
e
for
th
is
p
o
p
u
la
t
i
on,
s
om
e
r
e
sea
r
che
r
s
ha
ve
a
rgue
d
t
h
a
t
t
he
i
na
b
i
l
ity
t
o
lesse
n
the
d
i
s
p
arit
y
i
n
o
vera
ll
aca
dem
i
c
a
c
h
i
eve
m
e
n
t
be
tw
ee
n
n
o
n-
he
arin
g
and
hear
in
g
s
t
ude
nts
in
dica
te
s
tha
t
educ
a
t
i
o
na
l
i
n
sti
t
u
ti
on
s
c
ont
i
n
ue
t
o
lac
k
e
ffe
cti
v
e
me
tho
d
s
of
ins
t
ruc
t
io
n
t
o
s
u
i
t
t
h
e
l
e
ar
ni
n
g
s
t
y
les
o
f
n
o
n
-
hea
r
i
ng stu
d
e
n
ts [4].
Thus, w
i
t
ho
u
t
s
pe
c
i
al
ly
d
es
ig
ne
d ins
t
ru
ct
i
o
n in
st
r
u
c
t
io
n
t
a
i
l
ore
d
t
o no
n-
hear
ing
stu
d
e
nt
s’
un
ique
n
e
e
d
s,
t
he
se
s
tu
de
n
t
s
m
a
y
experie
n
c
e
f
rustra
t
i
o
n
a
nd
d
i
f
fic
u
lty
w
it
h
c
o
mp
le
ti
ng
a
ssi
gnm
e
n
t
s
;
t
h
es
e
fa
ct
ors m
a
y
prec
i
p
i
t
a
t
e
overa
ll
perc
ei
ved d
i
ff
i
c
u
lty
a
t scho
o
l
.
Ed
uc
at
ors
w
h
o
ha
ve
k
n
o
w
l
e
d
ge
o
f
the
fo
un
dat
i
on
s
for
d
i
ffere
nt
i
a
tin
g
in
struc
tio
n
for
n
on-
hear
i
n
g
stude
n
t
s
m
a
y
be
m
ore
a
b
le
t
o
su
pp
ort
the
i
r
educ
a
tio
na
l
n
e
eds
;
b
e
c
a
u
se
o
f
th
is,
no
n-he
arin
g
st
u
d
e
n
t
s
m
ay
expe
r
i
ence
l
ess
trou
b
l
e
at
s
c
hoo
l
[5].
G
arbe
rog
lio,
Go
bb
le,
and
C
a
w
th
on
[6]
no
te
d
w
h
il
e
m
a
ny
tea
c
h
er
s
w
e
r
e
con
f
ide
n
t
i
n
t
h
e
ir
i
nst
r
uct
i
ona
l
p
r
ac
tice
s
f
or
s
t
ude
n
t
s
w
ith
h
e
ari
ng
impa
i
r
me
nt
s,
t
he
y
la
cke
d
e
ff
i
c
ac
y
i
n
t
he
ir
enga
ge
me
n
t
o
f
such
s
t
ude
n
t
s
duri
n
g
the
i
r
i
n
s
t
ruct
i
on.
E
ri
ks-Br
o
ph
y
a
n
d
W
h
it
ti
n
g
h
a
m
[
7
]
not
e
d
t
h
a
t
wh
il
e
ma
ny
tea
c
h
er
s
pos
i
t
i
v
e
l
y
v
i
e
w
e
d
t
he
ir
s
t
u
d
e
nt
s
w
i
t
h
h
e
a
ri
ng
im
p
airm
en
t
s
,
m
a
ny
report
e
d
t
h
at
t
he
ir
t
r
a
i
n
in
g
pro
g
ra
ms did
n
ot
a
de
q
u
a
t
e
l
y
p
r
epa
r
e
them
to tea
c
h s
t
u
d
e
n
t
s
w
it
h
the
se
dist
i
nct i
n
s
t
ruc
t
io
n
a
l a
nd s
o
cia
l
n
e
e
ds.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e
e
f
fe
c
t
s
of h
e
ar
in
g de
fic
i
t
s on s
t
u
d
e
n
t se
lf-
pe
rce
p
t
i
ons
o
f
soc
i
a
l
be
lo
n
g
i
n
g
,
dif
f
i
c
u
lty
a
t
...
(L
i
ndsy
C
o
x)
28
1
A
pauci
t
y
o
f
re
sear
ch
h
as
i
nv
o
l
ve
d
fi
nd
in
g
a
n
e
x
p
l
ana
tio
n
for
t
he
d
ifficu
l
t
y
t
h
a
t
n
on-
hear
i
n
g
stude
n
t
s
ha
ve
a
t
sc
ho
o
l
c
om
pare
d
to
t
heir
h
ear
ing
pee
r
s
i
n
t
he
sam
e
c
l
a
ssroom
s
et
tin
g
[1].
I
n
educ
a
t
i
o
nal
set
tin
gs,
no
n-h
e
arin
g
an
d
hea
r
in
g
st
ude
n
t
s
ha
ve
d
isti
nc
t
ne
e
d
s
re
late
d
t
o
t
heir
m
eth
o
d
s
o
f
c
om
mun
i
ca
ti
on,
s
o
educ
a
t
ors
n
e
ed
t
o
be
a
b
l
e
to
a
d
a
p
t
t
he
ir
i
nstruc
ti
ona
l
su
ppo
r
t
i
n
r
es
po
nse
to
t
he
se
n
eed
s.
T
he
re
a
r
e
t
hr
ee
a
r
eas
tha
t
m
a
y
b
e
pa
r
t
ic
ula
r
ly
c
ha
ll
eng
i
ng
for
edu
c
ators
to
f
o
s
t
e
r
su
cc
ess
for
t
h
eir
n
on-he
ar
in
g
st
ude
n
t
s
:
a
c
a
d
em
i
c
in
t
e
grat
io
n
(a
cade
m
ic
p
erf
o
rma
n
ce
a
nd
c
l
assro
o
m
part
i
c
ipa
t
io
n),
aca
dem
i
c
d
i
ffere
ntia
ti
o
n
,
and
soc
i
al
i
n
t
e
g
r
a
t
i
o
n
(in
t
e
r
ac
t
wi
th
o
t
h
e
r
s,
m
ak
e
fri
e
n
d
s
,
a
n
d
b
e
acce
p
t
e
d
b
y
p
e
e
r
s
).
N
on-hea
r
i
n
g
st
u
d
en
ts
o
fte
n
f
ac
e
soc
i
al
i
so
la
t
i
o
n
a
n
d
s
tru
g
g
l
e
aca
dem
i
c
a
l
l
y
c
o
mpa
r
ed
t
o
t
h
eir
he
a
r
in
g
p
e
ers
[8].
I
t
is
i
m
porta
nt
t
o
no
t
e
t
h
a
t
tro
u
b
l
e
wi
th
s
cho
o
l
-base
d
a
s
s
i
gnme
n
ts
a
n
d
ac
adem
ic
a
ch
ieve
me
n
t
can
b
e
e
x
ace
rba
t
e
d
w
hen
no
n-
he
arin
g
stude
n
t
s
ar
e
no
t
a
d
e
q
uate
l
y
i
n
t
e
g
r
a
ted
in
to
t
h
e
s
ocia
l
c
o
m
m
un
i
t
y
w
i
t
h
t
he
i
r
h
ear
i
n
g
pee
r
s
.
L
und
a
nd
Ro
ss
[9]
fo
u
nd
tha
t
s
tu
de
nts
a
tte
n
d
i
n
g
dea
f
-on
l
y
sc
ho
o
l
s
r
e
por
ted
pe
rpet
ra
ti
o
n
a
nd
e
x
pe
r
i
enc
e
d
v
ict
i
m
i
za
tio
n
m
o
re
fre
que
n
tly
t
ha
n
stu
d
e
n
ts
a
t
t
e
nd
i
n
g
m
a
g
n
e
t
s
cho
o
l
s
ser
v
i
ng
s
t
ude
nts
w
ith
d
isa
b
i
l
i
t
i
es,
as
t
he
non-
h
ear
i
n
g
stude
n
t
s
a
tte
n
d
in
g
ma
g
n
et
s
cho
o
l
s
w
e
re
o
fte
n
e
xcl
u
de
d
from
t
h
e
so
ci
a
l
c
u
l
tu
re
o
f
the
sc
ho
ol
.
Howe
v
e
r,
Luc
kner
an
d
A
y
an
toye
[
1
0
]
fo
u
nd
t
h
at
i
tine
r
an
t
tea
c
h
er
s
w
ho
s
u
p
p
o
rt
s
t
u
de
nts
w
ith
h
ea
rin
g
i
mpa
i
r
m
e
n
t
s
i
n
the
ge
n
e
ral
ed
uca
t
i
o
n
se
tt
i
ng
repor
t
e
d
t
h
at
“
m
o
st
g
e
n
er
al
e
d
u
c
a
ti
on
t
e
a
c
h
e
rs
(
8
0
%)
und
erst
a
n
d
th
e
nee
d
s
of
the
st
u
d
en
t,
t
h
a
t
t
h
e
c
u
r
r
ent
pla
cem
e
n
t
is
a
ppr
opria
te
(
8
6
%
),
a
nd
tha
t
t
he
g
e
n
era
l
e
d
u
c
a
t
i
o
n
c
l
a
ssro
o
m
w
i
t
h
iti
ner
a
n
t
s
e
r
v
i
c
e
s i
s
a
n e
ffe
c
t
i
v
e mo
del for thi
s
stu
de
nt (
88
%)
,
w
h
ile 36
%
o
f suc
h
st
ude
nts
w
e
re
p
er
form
ing
at
or
a
b
ove
g
rade
l
e
v
e
l
i
n
re
ad
i
n
g,
2
8%
a
re
o
n
e
y
e
a
r
be
l
o
w
,
a
nd
3
6
%
ar
e
p
e
rform
i
n
g
tw
o
or
m
ore
ye
ars
bel
o
w
grade
le
ve
l
”
.
N
on-
hear
in
g
st
ude
n
t
s
a
l
so
r
e
por
t
c
h
a
lle
n
g
e
s
r
e
l
ate
d
t
o
so
cia
l
b
el
ong
i
n
g
.
D
e
s
p
i
t
e
f
i
ndi
ng
s
th
at
non
-
hea
r
i
ng
st
u
d
en
ts
c
om
p
l
ete
d
r
ati
n
gs
o
f
t
h
e
i
r
fee
l
ings
o
f
acc
epta
n
c
e
a
n
d
o
f
f
ee
lin
g
ac
c
e
pt
e
d
a
t
scho
ol
s
i
m
i
l
ar
t
o
the
i
r
t
ypic
a
l
l
y
h
ea
ri
ng
peer
s
[11]
,
com
m
unic
a
tio
n
m
e
th
o
d
s
a
ppea
r
to
b
e
t
h
e
large
s
t
ba
rrie
r
w
he
n
n
on-
he
arin
g
stude
n
t
s
a
t
tem
p
t
t
o
i
n
itia
te
p
e
e
r
e
ntry
i
n
set
t
i
ngs
w
it
h
mu
lt
ip
le
h
ea
r
i
n
g
p
e
e
r
s
[1
2].
In
o
the
r
w
ords,
a
mis
m
atch
i
n
c
o
mmu
ni
cat
io
n
me
th
od
s
a
n
d
ski
l
l
s
ma
y
re
du
ce
n
on
-h
e
a
r
i
n
g
st
ud
e
n
t
s
’
p
e
rce
p
ti
on
o
f
so
ci
al
b
el
o
ngi
ng.
A
d
d
iti
ona
l
l
y
,
c
h
i
l
dr
en
w
ith
h
e
a
rin
g
i
m
p
a
i
rm
ents
a
re
m
ore
li
kel
y
t
o
be
a
t
risk
f
or
e
m
o
t
i
ona
l
an
d
be
hav
i
ora
l
di
sor
d
ers,
p
ar
ti
cula
r
l
y
in
t
h
e
a
re
as
o
f
pee
r
p
ro
blem
s,
c
on
du
c
t
pr
ob
lem
s
,
and
e
m
o
t
i
o
na
l
sym
p
tom
s
[
1
3
,
14
]
.
Pare
n
t
r
a
t
i
n
gs
h
av
e
in
di
c
a
t
e
d
“si
g
ni
fi
can
tl
y
l
e
s
s
p
r
o
s
o
c
i
a
l
b
e
h
a
v
io
ur
i
n
c
h
il
dre
n
”
re
ga
rdi
ng
c
h
i
l
dren
w
i
t
h
hea
r
i
n
g
impa
i
r
me
nt
s
[1
4].
H
o
w
e
ver,
o
t
h
e
r
s
ha
ve
f
o
u
n
d
t
h
a
t
i
ncr
ease
d
p
art
i
c
i
pa
t
i
o
n
i
n
m
e
a
n
in
gfu
l
i
nt
er
acti
o
ns
w
ith
h
ear
ing
pee
r
s p
o
s
iti
ve
l
y
affe
c
t
ed
the
pe
r
ce
pti
o
n of s
ocia
l be
lon
g
i
n
g f
o
r c
h
il
dre
n
w
it
h hea
r
i
ng l
o
ss [15].
Ba
t
t
en,
O
a
k
e
s,
and
A
l
e
x
a
nder
[1
6]
r
e
a
ffi
r
m
t
h
a
t
d
e
f
i
c
its
i
n
com
m
unica
tio
n
a
n
d
h
i
n
d
ere
d
s
oc
ia
l
i
n
ter
a
cti
o
ns
w
er
e
th
e
m
o
st
com
m
on
bar
r
i
e
rs
t
o
po
or
s
o
c
ial
r
e
la
t
i
o
n
s
w
i
t
h
h
e
a
ri
n
g
p
e
e
rs.
H
o
w
e
ver,
m
any
hea
r
in
g
st
u
d
en
ts
r
epor
ted
perso
n
a
l
b
e
l
iefs
t
ha
t
e
x
c
l
ud
i
ng
t
h
e
i
r
no
n-h
e
a
r
in
g
pe
ers
w
a
s
una
cc
e
p
ta
ble
dur
ing
gro
up
soc
i
a
l
s
itu
a
t
i
o
ns,
th
oug
h
thi
s
be
c
a
m
e
i
ncre
asin
gly
perm
issi
ve
d
uri
ng i
n
t
i
m
a
te
s
itu
a
t
io
ns [17].
P
a
re
nts
ha
ve
c
omm
onl
y
re
p
o
r
ted
t
h
a
t
t
he
y
enga
ge
i
n
be
h
a
vi
ors
th
a
t
o
ve
r
p
rotec
t
t
he
ir
n
o
n
-
h
ear
in
g
chi
l
d
ren
to
p
ree
m
p
t
s
ocia
l
r
e
ject
i
o
n
[18].
A
d
d
i
t
i
ona
l
l
y,
p
ar
en
t
s
com
m
on
l
y
r
ep
or
t
e
d
t
h
a
t
t
he
i
r
n
on-
hear
in
g
chi
l
d
ren
r
e
fr
ai
ned
fr
om
p
a
r
t
i
c
i
pa
t
i
o
n
i
n
s
o
c
i
al
a
c
t
ivi
tie
s,
w
hi
c
h
o
fte
n
r
e
s
u
l
te
d
in
a
s
ma
ll
e
r
s
ocia
l
c
i
r
c
le
[
1
8
]
.
Howeve
r,
P
lo
tki
n
,
B
r
ic
e,
a
nd
R
ee
sm
an
[
1
9
]
d
i
sc
o
v
er
ed
t
ha
t
par
e
n
t
st
re
ss
an
d
p
a
re
nt
p
ersona
l
i
t
y
cha
r
ac
t
e
ris
tics
w
e
re
s
tron
g
l
y
r
e
late
d
t
o
i
nte
r
n
a
liz
i
ng
a
n
d
e
x
te
rnal
izi
n
g
beh
a
vi
ors
in
t
he
i
r
d
e
a
f
c
h
ildre
n.
T
h
u
s,
ju
st
a
s
m
u
c
h
a
s
pare
n
t
s
m
a
y
w
a
n
t
t
o
pro
t
ec
t
t
h
e
i
r
de
a
f
c
h
ildre
n
,
the
y
m
a
y
i
na
dver
t
e
n
tl
y
pr
ovo
ke
u
nd
ue
em
otio
na
l
an
d
be
ha
v
i
ora
l
c
o
n
cer
ns
i
n
the
i
r
chi
l
dr
en.
F
i
n
d
i
ng
a
way
t
o
p
ro
vi
d
e
m
e
a
ni
ngf
ul
i
nt
e
r
a
c
t
io
n
s
a
nd
kee
p
n
on-
he
ari
ng
stu
d
e
n
t
s
a
c
tive
l
y
en
ga
ged
and
part
ic
ip
at
in
g
i
n
t
he
e
du
c
a
tio
na
l
set
t
i
n
g
w
i
th
t
he
ir
h
ear
i
n
g
pee
r
s
co
ul
d
ser
v
e
a
s
p
r
o
tec
t
iv
e
fa
ct
ors
for
n
on-
hear
i
n
g
s
t
u
d
en
t
s
t
o
i
ncre
ase
th
e
i
r
so
c
i
a
l
b
el
o
ngi
ng.
T
h
e
m
or
e
di
stre
ss
a
n
on-
he
ari
ng
s
t
u
d
e
n
t
repor
ts
d
ue
t
o
a
pe
rce
i
ve
d
l
ack
of
s
oc
ia
l
a
t
tac
h
me
n
t
t
o
pe
ers,
t
he
m
ore
like
l
y
tha
t
t
h
i
s
p
e
rce
p
t
i
on
w
i
ll
ne
ga
t
i
ve
ly
i
mpa
c
t
t
he
i
r
f
ee
l
i
n
g
s
of
s
oc
i
a
l
be
lo
ng
i
ng
[1
9].
It
i
s
e
s
se
n
t
ia
l
for
e
d
ucat
ors
to i
llic
it soc
i
a
l
in
t
e
r
ac
t
i
on
s be
tw
een no
n
-hea
rin
g
a
nd t
y
pi
c
a
ll
y hea
r
i
ng pee
r
s
so tha
t n
on-
he
ari
ng
s
t
ude
n
t
s
m
a
y
fi
n
d
acc
e
p
ta
nc
e
am
on
g
pe
er
g
ro
ups
t
o
e
x
er
t
a
p
o
s
i
t
i
ve
i
mpa
c
t
o
n
s
o
c
i
a
l
b
e
l
ong
ing
[20].
A
r
el
a
t
e
d
c
on
ce
rn
no
te
d
b
y
J
am
b
o
r
an
d
E
l
l
i
o
t
t
[2
1]
f
or
n
o
n
-h
ea
rin
g
s
tu
de
nt
s
i
n
s
c
ho
ol
i
s
t
h
e
wa
y
t
h
ey
p
erc
e
i
v
e
t
h
emse
lv
es
;
spec
ific
a
lly,
n
o
n
-he
a
ri
ng
stu
d
e
nt
s’
s
ense
o
f
s
e
lf-image
m
ay be
i
m
pac
t
ed
b
y
the
i
r pe
rce
p
tio
n or
l
ac
k of a s
ens
e
of
b
e
l
o
n
g
i
n
g
i
n
t
he
ir
c
l
a
ssr
o
o
m
.
Ja
mbor
a
nd
El
lio
t
[2
1]
s
ug
ges
t
t
ha
t
n
on-
he
arin
g
s
t
ude
n
t
s’
l
e
v
e
l
s
o
f
s
e
l
f-
e
s
t
e
em
m
ay
b
e
po
si
ti
v
e
l
y
r
el
at
e
d
t
o
t
h
e
i
r
id
en
ti
fi
c
a
ti
on
w
i
t
h
t
he
d
ea
f
c
o
mm
unity
a
s
th
eir
pr
i
m
ar
y
so
urce
o
f
soc
i
al
i
nc
l
u
s
i
o
n
.
N
on-he
a
r
in
g
s
t
u
d
e
n
ts
w
h
o
a
r
e
i
n
t
e
g
r
a
te
d
i
n
i
n
cl
usi
v
e
cl
ass
r
oo
ms
m
ay
n
ot
e
xp
e
r
i
e
nc
e
th
i
s
b
e
n
e
fi
t
du
e
to
b
e
i
n
g
s
ep
ara
t
e
d
f
ro
m
th
e
de
af
c
o
m
mu
ni
ty
.
Thu
s
,
e
duca
t
i
o
nal
place
me
nt
a
l
o
n
g
si
de
t
yp
ica
l
ly
hea
r
i
n
g
pee
r
s m
a
y
negat
i
v
e
l
y
im
pact no
n
-
h
e
a
r
i
n
g
s
tu
de
nt
s’
s
e
n
se
of self
-
i
m
a
ge [20
]
.
Ed
uc
at
ors
ma
y
plac
e
low
e
r
e
xpec
t
a
t
io
ns
o
r
de
cre
a
sed
tas
k
r
equ
i
r
emen
t
s
o
n
non
-h
e
a
ri
ng
s
tud
e
nts;
the
s
e
ed
uca
t
or
s
m
a
y
no
t
be
w
e
l
l
a
d
e
p
t
w
i
th
n
o
n
-he
a
ri
ng
st
ude
n
t
s
a
n
d
t
h
e
i
r
n
e
e
d
s
,
w
h
i
c
h
m
a
y
a
d
d
i
t
i
o
n
a
l
l
y
impa
ct
t
hese
s
t
ude
n
t
s’
o
p
por
t
uni
ty
t
o
de
ve
lo
p
a
p
o
s
i
t
i
v
e
s
e
l
f-
i
m
a
ge
[
2
0
].
A
cc
ordin
g
t
o
R
i
na
t,
C
ina
m
o
n
,
an
d
Mo
st
[
2
2
],
l
o
w
e
r
e
nviro
nme
n
t
a
l
e
x
pe
c
t
a
t
i
ons
f
r
o
m
educ
ators,
a
nd
e
s
p
ec
ial
l
y
fr
om
p
are
n
ts,
m
a
y
ne
ga
ti
ve
l
y
impa
ct
r
e
por
t
e
d
le
vel
s
o
f
fu
tur
e
c
la
ri
t
y
a
nd
i
nte
n
si
t
y
a
m
ong
no
n-hea
r
i
n
g
stu
d
e
n
t
s
.
Zh
eng
[2
3]
r
eport
s
s
oci
a
l
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
80
- 2
85
28
2
com
p
aris
on
s,
n
ega
t
i
v
e
e
v
a
l
ua
tio
ns,
a
nd
a
t
t
itu
de
s
of
o
t
h
ers
c
a
n
da
ma
g
e
t
he
pos
i
tive
sel
f-i
ma
g
e
o
f
no
n-
he
arin
g
stude
n
t
s.
W
he
n
n
on-
hear
ing
stu
d
e
n
ts
a
r
e
p
lac
e
d
i
n
a
n
i
nc
lus
i
ve
c
l
ass
r
oom,
the
y
a
re
e
xp
ose
d
t
o
m
o
re
op
p
o
rt
uni
ties
t
o
c
ompa
re
t
he
m
s
elves
to
t
he
i
r
h
ea
ri
n
g
p
ee
r
s
a
nd
fa
ce
t
ho
se
n
eg
ati
v
e
ou
t
c
o
m
e
s
.
Ho
we
v
e
r,
stude
n
t
s
w
ith
h
e
a
ri
ng
im
pa
irm
e
nts
“
s
c
o
red
l
o
w
e
r
i
n
s
om
e
aspec
t
s
o
f
q
u
al
i
t
y
of
life
”
(
p
.
47)
,
nota
b
l
y
i
n
t
h
e
a
r
e
a
o
f
r
e
l
at
io
nship
s
a
nd
s
en
se
o
f
sel
f
w
h
i
l
e
s
choo
l
pl
a
c
e
m
ents
d
id
n
ot
a
ppe
a
r
to
p
redi
ct
overa
l
l
qua
l
ity
o
f li
fe
[24].
Base
d
o
n
a
r
e
v
iew
o
f
t
he
c
urr
e
nt
liter
a
t
u
re,
it
i
s
s
uspec
t
e
d
t
h
a
t
n
on-he
a
r
in
g
stud
e
n
ts
w
ill
rep
o
r
t
si
g
n
i
f
i
c
a
n
t
dif
f
ere
n
ce
s
i
n
t
h
e
ir
p
e
r
ce
p
tio
n
s
o
f
so
c
i
al
b
el
ong
i
n
g
,
t
roubl
e
at
s
c
h
o
o
l
,
a
nd
s
e
l
f
-
i
m
a
g
e
co
mp
ared
t
o
h
e
arin
g
p
e
ers
co
mp
are
d
t
o
th
ei
r
ty
pi
c
a
l
l
y
h
eari
n
g
p
e
e
r
s
.
T
h
e
c
u
rre
nt
s
t
udy
w
i
l
l
e
va
lua
t
e
the
s
e
di
ffere
n
ce
s
an
d
elabor
ate
on
related
trend
s
by
exam
ini
n
g
the
s
e
lf-reported
feel
i
ngs
o
f
the
hea
r
i
ng-imp
a
i
r
ed
s
t
ude
n
t
s
rel
a
ti
ve
to t
he
s
t
u
den
t
w
i
t
h no
i
d
e
n
t
i
f
i
e
d
hea
r
i
n
g
d
iffic
u
lt
ies.
2.
RESEARCH
M
ETH
O
D
The
part
ic
ipa
n
t
s
u
t
i
l
i
z
e
d
i
n
thi
s
s
tu
dy
w
e
r
e
re
trie
ved
from
a
p
ubl
ic
ly
v
ie
w
a
ble
pr
e-e
x
i
s
ti
n
g
d
a
t
a
se
t,
the
Nat
i
ona
l
L
o
ngi
tud
i
na
l Stu
d
y
of
Ado
l
esc
e
n
t
He
al
th
[
2
5
].
D
ata
ana
l
y
z
ed
i
n
t
h
e
pr
esen
t
s
t
u
dy
in
v
o
l
v
e
d
responses
f
r
om
nine
(
n
=
9
) he
arin
g im
paire
d
i
n
d
i
v
i
d
ual
s
and
44
9 (
n
=
449
) h
e
a
r
i
n
g
i
ndi
vi
d
u
al
s.
P
a
rtici
p
an
ts
r
e
s
po
n
d
e
d
t
o
qu
est
i
o
n
s
re
g
a
rd
i
ng
le
vel
s
o
f
th
eir
p
e
r
ce
ive
d
s
ocia
l
be
lon
g
i
n
g,
t
ro
ub
l
e
a
t
sch
o
o
l
,
and
po
si
tive
sel
f-ima
g
e
,
me
asure
d
u
s
i
n
g
a
L
i
k
ert-
ty
pe
s
c
a
le
i
n
w
h
ic
h
p
a
r
t
ic
ip
a
t
e
d
w
e
r
e
r
e
q
u
ir
e
d
t
o
respo
nd
to
s
ur
vey i
t
em
s ba
se
d on
five
r
espo
nse
o
p
t
i
o
n
s
.
Res
p
o
n
se
o
p
t
i
ons
f
or
t
he
“
trou
b
l
e
a
t
s
c
h
o
o
l
”
var
i
a
b
l
e
i
nc
l
ude
d
:
n
e
v
e
r
,
j
u
s
t
a
f
e
w
t
i
m
e
s
,
a
b
o
u
t
o
n
c
e
a
w
e
e
k
,
a
l
m
o
st
e
ve
ry
d
a
y
,
and
e
v
ery
da
y.
L
ik
e
w
i
s
e
,
r
esponse
s
w
er
e
c
oded
usi
ng
a
n
o
rd
i
n
al
s
c
a
l
e
w
i
t
h
v
al
ue
s
respe
c
t
i
ve
t
o
s
u
rve
y
i
tem
s
u
t
i
l
i
z
i
ng
t
h
e
fo
llo
w
i
n
g
f
orm
a
t:
0
=
ne
ve
r,
1
=
j
ust
a
fe
w
tim
es,
2=a
b
o
u
t
o
nc
e
a
w
e
e
k
,
3=
almost ev
e
r
y
day,
or 4=ever
y
day.
Res
p
o
n
se
o
pt
i
ons
f
or
t
he
“
social
b
e
l
on
g
i
n
g
”
a
nd
“
p
os
it
iv
e
self-
im
age”
v
ar
i
a
bles
i
nc
lu
ded
:
s
t
r
o
n
g
l
y
agre
e,
a
gr
ee,
n
e
i
t
h
er
a
gree
nor
d
isa
g
r
ee,
d
i
s
agre
e,
o
r
stron
g
l
y
d
isa
g
r
e
e.
L
ikewis
e,
r
e
s
p
onse
s
w
er
e
code
d
ut
iliz
i
n
g
t
h
e
fol
l
ow
i
n
g
form
at:
1
=
stro
n
g
l
y
a
gree
,
2=
a
g
re
e,
3
=
n
e
i
t
h
e
r
ag
ree
no
r
di
sa
gree
,
4
=
d
i
s
ag
ree
,
o
r
5=
st
ro
ngl
y
di
sa
g
r
ee
.
V
a
riables
ut
i
l
i
z
ed
t
o
me
asure
aca
dem
i
c-re
lated
c
o
n
c
er
ns
i
nc
lu
de
d
h
o
w
o
ft
e
n
s
tude
nts
r
e
porte
d
tro
u
b
l
e
get
t
i
ng
h
o
m
e
w
ork
d
o
n
e
a
n
d
t
r
o
u
b
l
e
pay
i
ng
at
te
nt
ion
in
s
c
h
o
o
l
.
A
r
el
i
a
bi
l
i
ty
e
st
i
m
a
t
e
wa
s
comp
u
t
ed
betw
ee
n
t
h
ese
tw
o
va
r
i
ab
les
usin
g
Cr
on
ba
c
h
α
,
w
h
i
c
h
i
n
d
i
cate
d
t
h
a
t
t
h
e
r
e
l
i
a
b
i
l
i
t
y
o
f
t
h
e
s
e
t
w
o
i
t
e
m
s
w
a
s
ac
cept
a
b
l
e
(α
=.
61).
These
t
w
o
v
a
riab
les
w
e
r
e
s
ubse
q
ue
nt
ly
m
erge
d
a
n
d
l
a
b
e
l
e
d
th
e
“t
ro
ub
l
e
a
t
sc
h
ool
”
varia
b
l
e
i
n t
h
e
prese
n
t
stud
y.
V
a
riables
u
t
ili
ze
d
t
o
m
ea
sur
e
p
ee
r
in
t
e
rac
tio
ns
i
nc
lu
de
d
to
w
h
a
t
de
gre
e
stu
d
e
n
ts
r
e
p
o
r
te
d
fee
l
ing
clo
s
e
t
o
p
e
o
pl
e
at
s
c
h
o
o
l
a
nd
feel
i
ng
t
h
a
t
t
he
y
w
e
re
p
ar
t
of
t
h
ei
r
sc
hoo
l
.
A
r
el
i
a
bi
li
ty
e
st
ima
t
e
was
co
mp
uted
betw
ee
n
t
h
ese
tw
o
va
r
i
ab
les
usin
g
Cr
on
ba
c
h
α
,
w
h
i
c
h
i
n
d
i
cate
d
t
h
a
t
th
e
rel
i
a
b
il
it
y
of
t
h
e
se
t
w
o
i
t
e
ms
w
a
s
ac
cept
a
b
l
e
(
α
=
.
7
2
).
T
he
se
t
wo
v
aria
b
l
es
w
e
r
e
subse
que
ntl
y
m
erge
d
a
n
d
l
a
b
e
l
e
d
th
e
“so
c
i
a
l
b
e
l
o
ng
ing”
varia
b
l
e
i
n t
h
e
prese
n
t
stud
y.
V
a
riables
use
d
t
o
m
e
a
s
ure
se
l
f-ima
ge
i
nc
lu
ded
t
o
w
ha
t
de
gre
e
s
t
u
d
en
ts
r
epor
te
d
lik
i
n
g
them
se
lv
e
s
,
hav
i
ng
a
lo
t
t
o
be
pro
u
d
o
f,
a
n
d
f
ee
li
n
g
t
hey had go
o
d
q
ua
li
ti
e
s.
A
r
elia
bi
li
ty
e
s
tim
ate
w
a
s
com
p
u
t
e
d
b
e
t
w
e
en
the
s
e
tw
o
var
i
a
b
l
e
s
usi
ng
Cr
on
bac
h
α
,
w
h
i
c
h
i
n
di
c
a
t
e
d
t
h
a
t
t
h
e
reli
a
b
i
l
i
t
y
o
f
t
h
e
se
t
wo
i
t
e
ms
w
as
a
c
cep
t
a
bl
e
(α=.76).
The
s
e
t
h
r
ee
var
i
a
b
l
e
s
w
e
re
s
ub
se
q
u
en
t
l
y
m
e
rge
d
a
nd
lab
el
ed
t
h
e
“
p
o
s
i
t
iv
e
s
e
l
f
-i
ma
g
e”
v
a
ri
ab
l
e
i
n
the pr
ese
n
t s
t
u
dy.
F
o
llow
i
n
g
a
r
eview
o
f
t
he
l
itera
t
u
r
e
,
it
is
s
uspe
cte
d
t
ha
t
n
on-
he
arin
g
s
t
u
d
e
n
t
s
w
i
ll
re
por
t
hi
ghe
r
degre
e
s
of
t
r
o
u
b
le
a
t
sc
ho
o
l
,
low
e
r
le
ve
ls
o
f
so
c
i
a
l
b
el
o
n
g
i
n
g
,
a
n
d
l
ow
e
r
l
ev
els
o
f
p
osi
t
ive
sel
f
-
i
m
a
ge
w
he
n
com
p
are
d
t
he
ir
t
y
p
i
ca
ll
y
hea
r
in
g
peer
s.
T
o
eva
l
uate
t
he
se
h
yp
ot
hes
e
s,
t
he
r
es
earchers
p
erform
ed
o
ne-
w
ay
ana
l
ys
is
o
f
var
i
a
n
ce
(
A
N
O
V
A
)
t
hat
i
n
v
o
l
v
e
d
t
h
e
pre
ced
i
n
g
varia
b
les:
s
o
c
i
a
l
bel
o
ng
i
ng,
t
r
o
u
b
le
a
t
sch
o
o
l
,
and
pos
it
ive
se
l
f
-i
ma
ge.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
The
de
sc
ri
pti
v
e
stat
i
s
t
i
cs
f
or
s
oc
i
a
l
be
lo
n
g
i
n
g
re
vea
l
e
d
a
M
=2.
1
6
(
SD
=.
82)
,
w
i
t
h
a
s
k
e
w
n
ess
(
.
77)
and
k
u
rt
osi
s
(
.65)
t
ha
t
w
e
re
c
ons
ide
r
ed
w
i
t
h
i
n
a
n
o
rma
l
r
an
ge.
Base
d
on
the
de
sc
ri
pt
ive
sta
tis
tics,
a
n
d
norm
a
l
skew
ness
a
nd
kur
tos
i
s, t
he
v
a
r
i
a
b
l
e
s
o
c
i
a
l
be
l
o
n
g
i
ng w
a
s fo
un
d
t
o
be nor
ma
l
l
y dis
t
ri
bu
t
e
d
.
The Le
v
e
n
e
’
s
Te
st
of
H
omo
g
e
n
ei
ty
o
f
var
i
a
n
ce
i
n
d
i
c
a
t
ed
t
hat
t
h
e
h
o
m
oge
ne
i
t
y
o
f
va
r
i
a
n
ce
i
s
t
ena
b
l
e
f
or
s
oc
ia
l
be
lo
ng
i
n
g
a
c
ross
the d
i
ffere
n
t
le
vel
s
of i
n
d
i
vi
d
u
al
s’ c
urre
nt
h
ea
rin
g
stat
u
s,
F
(1
.
4
41
)
=
.12,
p
=
.
73.
The
desc
ri
pti
v
e
st
a
t
i
s
t
i
c
s
f
or
t
ro
ub
l
e
a
t
sc
ho
ol
r
e
v
e
a
le
d
a
M
=1.1
4
(
SD
=.
86),
w
i
t
h
a
s
ke
w
n
ess
(
.
72)
and
k
u
rt
osi
s
(
.18)
t
ha
t
w
e
re
c
ons
ide
r
ed
w
i
t
h
i
n
a
n
o
rma
l
r
an
ge.
Base
d
on
the
de
sc
ri
pt
ive
sta
tis
tics,
a
n
d
norm
a
l
skew
ness
an
d
kur
tos
i
s, t
he
va
r
i
a
bl
e t
r
o
ubl
e
at
s
ch
ool
w
a
s
fo
u
n
d
t
o
be
norma
lly
d
i
s
trib
u
t
ed
. The Le
v
ene
’
s
Te
st
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e
e
f
fe
c
t
s
of h
e
ar
in
g de
fic
i
t
s on s
t
u
d
e
n
t se
lf-
pe
rce
p
t
i
ons
o
f
soc
i
a
l
be
lo
n
g
i
n
g
,
dif
f
i
c
u
lty
a
t
...
(L
i
ndsy
C
o
x)
28
3
of
H
omo
g
e
n
e
ity
o
f
var
i
a
n
c
e
i
n
d
ic
a
t
ed tha
t
t
h
e
h
o
mo
gene
it
y
o
f
v
a
ri
a
n
ce
i
s
t
e
n
a
bl
e
fo
r
t
r
o
ubl
e
at
s
cho
o
l
ac
ro
ss
the d
i
ffere
n
t
le
vel
s
of i
n
d
i
vi
d
u
al
s’ c
urre
nt
h
ea
rin
g
stat
u
s,
F
(1
.
4
41
)
=
.24,
p
=
.
63.
The
de
scri
p
tiv
e
sta
t
is
t
i
c
s
f
or
pos
i
tive
se
lf-
i
m
a
ge
r
evea
le
d
a
M
=1
.
8
1
(
SD
=
.
6
4
),
w
it
h
a
s
k
ew
ness
(
.59)
and
k
u
rt
osi
s
(
.11)
t
ha
t
w
e
re
c
ons
ide
r
ed
w
i
t
h
i
n
a
n
o
rma
l
r
an
ge.
Base
d
on
the
de
sc
ri
pt
ive
sta
tis
tics,
a
n
d
norm
a
l
skew
ness
a
nd
kur
tosis,
t
he
v
ariab
l
e
posi
t
i
v
e
s
el
f-
i
m
age
w
a
s
f
o
u
nd
t
o
b
e
n
o
rm
all
y
d
istr
ib
u
t
ed.
T
h
e
Le
ve
ne’s
Test of H
o
m
o
g
e
nei
t
y
o
f var
i
a
n
ce i
ndic
a
t
e
d
t
hat
the
h
o
m
o
g
e
nei
t
y
o
f
var
ia
nce is
t
e
n
ab
le
f
or po
s
i
t
i
ve se
l
f
-
ima
g
e
across the different
l
evels of i
nd
ivi
d
ual
s
’
curre
nt hea
ri
ng s
t
a
tu
s,
F
(
1
.453)
=
2.57,
p
=
.
11.
A
On
e-W
a
y
An
a
l
y
s
i
s
o
f
Va
ri
an
c
e
wa
s
co
ndu
c
t
ed
i
n
ord
e
r
t
o
a
s
s
es
s
i
f
differ
e
n
ce
s
exist
a
c
ross
soc
i
al
bel
o
ng
ing,
t
ro
u
b
le
a
t
sc
ho
o
l
,
a
n
d
p
o
s
i
t
i
ve sel
f-im
a
ge
f
or
i
n
d
i
v
i
d
ual
s
’
curr
en
t
he
ari
n
g
stat
us
.
The
re
su
l
t
s
o
f
t
he
O
n
e-
Way
A
n
a
l
y
s
is
o
f
V
a
r
i
a
n
ce
is
p
re
se
n
t
e
d
i
n
Ta
ble
1.
A
s
dis
p
la
ye
d
in
T
a
b
le
1
,
t
h
er
e
w
a
s
a
sig
n
i
f
ica
n
t
di
ffe
re
nce
foun
d
in t
he r
epor
te
d
respo
n
ses
of soc
ial
be
l
o
n
g
in
g
betw
ee
n
hea
r
in
g an
d
no
n-he
ar
i
n
g
parti
c
i
p
a
n
t
s
.
Ta
ble
1.
On
e-wa
y ANOVA
d
f
F
S
ig
.
S
o
c
i
a
l
Be
l
onging
B
e
t
wee
n
G
roups
1
5
.
212
0
.
023
Wit
h
in
G
roups
441
T
o
ta
l
442
T
r
ouble
a
t
S
c
hool
B
e
t
wee
n
G
roups
1
0
.
451
0
.
502
Wit
h
in
G
roups
441
T
o
ta
l
442
Positi
v
e
S
e
l
f-
Im
a
g
e
Be
twee
n
Groups
1
0
.
414
0
.
5
2
Wit
h
in
G
roups
453
T
o
ta
l
454
I
t
w
as
h
yp
o
t
h
e
siz
e
d
t
ha
t
no
n-
hea
r
i
n
g
st
u
d
en
ts
w
o
u
l
d
repor
t
hi
g
h
e
r
d
e
g
re
es
o
f
t
r
o
ubl
e
at
s
c
h
o
o
l
an
d
low
e
r
le
ve
ls
o
f
p
o
sit
i
v
e
se
lf-im
a
ge
c
om
pa
red
t
o
h
e
a
ri
n
g
st
u
d
e
n
t
s,
c
o
n
t
r
a
r
y
to
f
in
ding
s
b
y
Mi
l
a
no
a
n
d
col
l
ea
gu
e
s
[
11]
.
The
r
e
sul
t
s
from
t
he
s
t
a
t
i
s
tica
l
a
na
lys
i
s,
how
e
v
e
r
,
ind
i
c
a
te
d
th
at
no
s
i
gn
i
f
ica
n
t
d
i
ffe
r
enc
e
exi
s
ts
b
e
t
w
e
e
n
n
o
n
-hea
rin
g
a
nd
hea
r
i
n
g
par
tic
i
p
an
ts
i
n
t
h
is
s
t
u
d
y
r
e
g
ard
i
ng
r
e
port
s
o
f
t
r
ou
ble
a
t
s
c
h
o
o
l
a
n
d
pos
it
ive
sel
f
-i
m
a
ge.
The
l
a
c
k
o
f
s
i
gn
ifica
n
ce
fo
u
nd
a
c
r
os
s
t
h
es
e
fac
t
ors
ma
y
be
due
t
o
o
u
t
s
i
de
f
a
c
t
ors
not
addre
s
se
d
i
n
t
hi
s
st
u
dy
re
g
a
rdi
ng
st
ude
n
t
s’
e
duca
t
io
na
l
se
tti
ng
,
so
ci
a
l
s
u
ppo
rt
n
e
t
w
o
rk
s,
o
r
a
v
ai
l
a
bil
i
t
y
of
resour
ces.
The
sma
l
l
n
u
m
b
er
o
f
n
o
n
-hea
ri
ng
pa
rt
ic
ipa
n
ts
i
n
th
is
s
tu
d
y
m
a
y
h
ave
a
l
so
a
ffe
ct
ed
t
he
r
esu
l
t
s
bec
a
u
s
e
of
i
nd
iv
i
dua
l
pa
rtic
i
p
an
ts’
uni
q
u
e
li
fe
e
x
p
e
r
ie
nce
s
,
si
tua
t
io
na
l
fac
t
or
s,
a
nd
person
al
c
ha
rac
t
e
r
istic
s
bei
n
g e
x
ag
gera
ted.
I
t
w
as
a
lso
p
o
s
i
t
ed
t
ha
t
n
on-
hea
r
i
ng
s
t
ude
n
t
s
w
i
l
l
r
e
por
t
l
o
w
e
r
l
eve
l
s
of
posi
t
i
ve
s
e
l
f-i
m
a
g
e
w
h
en
com
p
are
d
t
o
hea
r
i
ng
s
t
ude
n
t
s.
A
s
ign
i
fica
nt
d
i
f
fe
renc
e
w
a
s
indi
c
a
t
e
d
a
m
ong
r
e
p
o
rt
ed
a
gre
e
m
e
nt
t
o
th
e
fe
el
ing
o
f
s
oc
i
a
l
be
lo
n
g
i
ng.
H
ea
ring
i
n
di
v
i
dua
ls
r
e
por
t
e
d
hig
h
e
r
a
g
re
em
ent
t
o
e
xpe
r
i
enci
n
g
p
erc
e
p
t
i
o
ns
o
f
so
ci
a
l
b
el
ong
i
n
g
in
a
cco
rd
a
n
ce
t
o
th
e
co
ll
a
p
se
d
fa
cto
r
c
o
m
p
a
re
d
t
o
no
n
-
he
ari
n
g
i
n
d
i
vi
dua
l
s
.
Thi
s
s
i
gni
fi
c
a
n
t
d
i
f
f
e
ren
c
e
supp
o
r
t
s
t
h
e
h
yp
ot
h
e
si
s
th
a
t
h
e
a
ri
ng
a
nd
non
-h
e
a
ri
n
g
s
t
ude
n
t
s
w
i
l
l
p
e
r
ce
iv
e
differ
en
t
lev
e
ls
o
f
soc
i
al
b
e
l
on
g
i
ng.
T
his
s
i
g
n
i
fican
t
d
i
ffe
r
enc
e
m
ay
b
e
d
u
e
t
o
c
ha
rac
t
eris
ti
c
s
o
f
the
c
l
a
ssroom
e
n
v
i
ro
nm
ent.
S
i
nce
n
on-
he
arin
g
stu
d
e
n
ts
m
ay
l
a
g
b
e
h
ind
hea
r
i
ng
pee
r
s
a
c
a
d
em
i
c
a
l
l
y
,
t
h
e
y
m
ay
f
ee
l
a
lack
o
f
be
l
o
ng
ing
w
ith
o
ther
s
t
u
den
t
s
i
n
t
he
c
l
a
ssroom
[
1].
The
com
m
un
ica
t
i
o
n
ba
r
rier
s
n
o
te
d
b
y
M
a
r
ti
n
an
d
co
ll
e
a
g
u
e
s
[1
2]
betw
ee
n he
ari
n
g a
n
d
n
o
n
-hea
rin
g
st
u
d
e
n
t
s
co
ul
d a
l
s
o
acc
o
u
n
t
for
t
he
l
ow
er
re
ports o
f
soc
i
a
l
be
l
on
g
i
ng.
4.
CONCL
U
S
ION
I
t
w
a
s
s
u
s
pe
c
t
ed
t
ha
t
n
on-
he
ar
i
n
g
s
t
u
d
e
n
t
s
w
i
l
l
rep
o
r
t
h
ig
her
d
e
g
re
es
o
f
t
r
oub
l
e
a
t
s
c
ho
ol
,
lo
w
e
r
leve
ls
o
f
soc
i
a
l
b
e
l
o
n
g
i
n
g
,
a
n
d
low
e
r
le
ve
ls
o
f
p
o
si
t
i
v
e
s
el
f-i
m
a
ge
w
hen
c
o
m
p
are
d
t
o
the
i
r
hear
in
g
st
u
d
e
nt
s.
To
e
xam
i
ne
t
h
e
se
h
yp
o
t
hes
e
s
,
t
he
v
ar
i
a
b
l
es
o
f
s
o
c
i
a
l
b
e
l
o
n
g
i
ng,
t
ro
ubl
e
a
t
s
ch
ool
,
a
n
d
p
o
siti
v
e
s
el
f-imag
e
w
e
r
e
s
tat
i
s
tica
lly
c
om
par
e
d
u
s
ing
o
n
e-
w
a
y
a
n
a
l
ysis
o
f
var
i
a
n
ce
(ANOV
A).
An
al
y
s
es
r
ev
eal
e
d
no
s
ign
i
fi
cant
di
ffe
re
nce
be
t
w
ee
n
hear
ing
a
nd
non-
hear
ing
s
t
u
d
e
n
t
s
r
ega
r
d
i
n
g
t
r
o
u
b
l
e
a
t
scho
o
l
a
n
d
p
osit
iv
e
self-
i
m
a
ge
.
H
o
w
e
ve
r,
s
i
g
n
i
fica
nt
d
iffere
n
ces
w
ere
disc
o
v
ere
d
f
or
t
he
s
oc
ia
l
b
el
ong
i
n
g
f
a
c
t
o
r
s
u
c
h
th
a
t
t
yp
i
call
y
h
ea
ri
ng
stude
n
t
s
report
e
d hi
g
h
er
l
e
v
e
l
s of
s
oc
ial be
lo
ng
i
ng t
h
a
n
t
h
e
ir
har
d
-of-he
ari
ng pe
ers.
A
limi
t
at
i
on
w
i
t
h
t
he
p
re
sen
t
s
t
u
d
y
i
nc
lu
de
d
the
sma
ll
sam
p
l
e
o
f
no
n-he
a
r
in
g
st
ud
en
ts
r
elat
i
v
e
t
o
t
h
e
large
sa
mp
le
o
f
part
ici
p
a
n
t
s
i
n
the
com
p
a
r
iso
n
g
ro
u
p
,
w
h
ic
h
m
a
y
h
a
v
e
i
m
p
act
ed
t
h
e
s
ign
i
fi
ca
n
c
e
a
n
d
ma
gni
tude
o
f
the
r
e
su
lts
o
f
the
ana
l
yses.
A
ddi
tio
na
l
c
onf
ou
ndi
n
g
fa
ctors
i
n
c
l
u
d
e
va
ria
n
ce
i
n
p
e
rsona
l
resil
i
enc
e
fac
t
ors,
s
ocia
l
s
uppor
t
sys
t
e
m
s,
c
onc
om
ita
nt
d
i
s
a
b
i
l
itie
s,
a
n
d
a
cade
m
ic
p
la
c
e
m
e
nt
a
vai
l
a
b
le
t
o
no
n-hea
r
i
n
g st
ud
e
n
t
s
.
F
u
ture rec
omm
e
nda
ti
on
s
t
o
addre
s
s t
h
e
e
ffe
cts
o
f
hea
ri
n
g
impa
i
r
men
t
o
n
so
ci
a
l
b
elo
ngin
g
,
t
ro
ub
l
e
a
t
sc
ho
ol
,
a
n
d
posit
i
v
e
s
e
l
f
-i
mag
e
s
houl
d
i
n
cl
u
d
e
a
n
ex
ami
n
a
t
ion
o
f
e
duc
a
t
i
o
na
l
se
t
t
i
ng
a
nd
p
l
ace
me
n
t
,
as
w
e
l
l
as
a
b
a
l
a
n
ced
p
ro
port
i
o
n
o
f
t
yp
ica
lly
h
ea
ri
n
g
p
eer
s.
F
uture
l
i
n
es
o
f
in
q
u
i
r
y
c
o
u
l
d
a
l
so
e
xa
mine
t
he
i
m
p
act
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
80
- 2
85
28
4
pro
t
ec
ti
ve
f
ac
t
o
rs,
such
a
s
p
o
s
i
t
i
v
e
sc
ho
o
l
e
nv
i
r
o
n
me
nt,
engage
me
n
t
i
n
e
x
t
r
ac
ur
ricu
lar
a
c
ti
v
ities,
a
n
d
d
egre
e
o
f
h
o
m
e-sc
h
ool
c
ol
l
a
bo
ra
ti
on
.
Ad
diti
on
a
l
ly
,
an
y
fut
u
re
r
e
p
li
c
a
t
io
n
st
u
d
i
e
s
an
d
fu
rt
h
e
r
lin
e
s
o
f
inq
u
i
ry
s
ho
uld
include a lar
ger
s
a
mple size
of
n
o
n
-
h
ear
in
g
stu
d
e
n
t
s
,
as well a
s
a ba
lance
d
com
par
i
s
on
gr
ou
p.
REFE
RENCES
[1]
An
tia,
S
.
D
.
,
J
on
es,
P
.
B
.,
R
eed,
S
.
,
&
Krei
meyer,
K
.
H.
(
20
09
)
,
"
A
cadem
ic
s
t
a
tu
s
an
d
pro
g
ress
o
f
d
e
af
a
nd
h
ard
-
of-
hearin
g
stu
d
en
ts
i
n
g
e
neral
edu
catio
n
clas
sroo
m
s
,"
Jo
ur
na
l o
f
Dea
f
S
t
u
d
ies
and
D
e
af
Ed
uca
tio
n
,
vo
l.
14,
pp.
2
9
3
-3
11.
[2]
Qi,
S.,
&
Mit
c
hell
,
R.
E
.
(20
12),
"
L
arge-scal
e
a
cadem
ic
achi
e
ve
m
e
nt
t
es
ti
ng
o
f
deaf
a
n
d
h
ard
-
of
-heari
n
g
stu
d
en
ts
:
P
a
s
t
,
pres
ent,
an
d
f
u
t
ure,"
J
o
u
r
n
a
l
o
f
De
a
f
S
t
ud
ie
s
an
d De
af Ed
uc
a
t
io
n
,
v
o
l
.
17
(1),
pp.
1
-1
8.
[3]
East
erbro
oks,
S.
R
.,
&
Beal-A
lv
arez,
J
.
S
.
(
20
12),
"S
tates
’
r
ea
d
i
ng
o
ut
c
o
m
e
s
of
s
tuden
t
s
wh
o
are
d/
Deaf
a
n
d
h
ard
of
hearin
g," A
m
e
r
ican A
nn
als
o
f
t
h
e
Deaf
, vo
l
. 1
57
(
1
), p
p.
27
-
40
.
[4]
M
a
rsch
ark,
M
.
,
L
eigh
,
G
.
,
S
a
pere,
P.,
Bu
rn
ham,
D
.,
Con
v
e
rtino
,
C.,
S
t
i
n
so
n,
M
.,
&
No
ble,
W
.
(2
0
0
6
)
,
"B
en
ef
i
t
s
o
f
sig
n
l
angu
age
i
n
terp
reti
ng
an
d
text
a
lt
ernative
s
f
or
d
eaf
s
tude
nt
s'
c
lass
roo
m
l
earni
ng,
"
J
o
urna
l o
f
De
a
f
Stud
ie
s a
n
d
Deaf
Ed
uca
t
i
o
n
,
v
ol. 1
1(4
)
,
pp
. 4
21
-43
7
.
[5]
Borgn
a
,
G
.
,
Converti
n
o
,
C
.
,
M
ars
c
hark,
M
.
,
M
o
rri
s
o
n
,
C.
,
&
Riz
z
o
l
o
,
K
.
(201
0),
"Enh
anci
ng
d
eaf
s
t
u
d
e
nts
'
l
earn
i
ng
from
sign
l
anguage
and text: M
e
tacogni
tion
,
m
odality,
and
the
e
ffecti
v
en
ess o
f
cont
ent
scaff
o
l
d
i
ng,"
J
o
urna
l o
f
De
af
S
t
ud
ie
s
an
d De
af Ed
uc
a
tio
n
,
v
o
l.
1
6,
p
p
.
7
9
-
100.
[6]
Garb
erog
l
i
o
,
C
.
L
.
,
Go
bb
le,
M.
E
.,
& C
a
wtho
n,
S
.
W
.
(20
1
2
)
,
"A
nati
on
al p
ersp
ective o
n
t
each
ers’ effi
cacy b
eli
e
fs
i
n
deaf
edu
cati
o
n
,
"
Jour
na
l of Deaf
St
ud
ies an
d
D
e
af
Ed
uca
t
io
n
, v
ol
.
1
7
(
3), pp
.
3
6
7
-3
83
.
[7]
Eriks-Bro
phy
,
A
.,
&
Whitti
n
g
h
am
,
J
.
(
2
0
1
3
),
"
Teach
ers'
p
ercept
i
o
n
s
o
f
t
h
e
i
n
c
l
u
s
i
o
n
o
f
c
h
i
l
d
r
e
n
w
i
t
h
h
e
a
r
i
n
g
l
o
s
s
i
n
general
edu
cati
on
sett
in
g
s
,
"
A
m
e
ri
c
a
n
An
nal
s
o
f
the
D
e
af
,
vol.
15
8
(
1),
pp.
6
3
-
97
.
[8]
S
t
in
so
n
,
M
.,
&
A
n
t
i
a
,
S
.
(
19
9
9
),
"
Con
s
i
d
eration
s
i
n
edu
cati
n
g
d
e
a
f
and
hard
-of
-
h
e
ari
n
g
student
s
in
i
nclu
sive
settings,"
Jou
r
na
l
o
f
Dea
f
Studies an
d
Dea
f
Ed
uca
t
i
o
n
,
vol.
4(3),
p
p
.
1
63
-1
75
.
[9]
Lun
d
,
E.
M
.
,
&
R
o
ss,
S
.
W
.
(
2016
),
"
P
e
e
r
v
i
c
t
i
m
i
zatio
n
in
s
t
u
d
e
n
t
s
wh
o
are
d
e
af
a
nd
h
ard
of
h
earin
g:
E
xplo
r
ing
educat
io
nal
p
l
acem
ent
,
"
Journal
of
the A
m
eri
c
a
n
Deaf
ness
&
Rehabilitation
Associati
on (
J
A
D
ARA
)
,
v
o
l.
50(2),
pp.
2
0
-
44
.
[10]
[10]
L
uck
n
er, J
.
L
.,
&
Ayan
t
o
y
e, C.
(20
1
3
)
, "Iti
nerant
teach
ers
o
f
s
t
udent
s w
h
o
are dea
f
o
r hard
of hearin
g:
P
racti
ces
and
preparat
io
n,"
J
o
u
r
na
l o
f
De
a
f
S
t
ud
ie
s an
d
De
af
Ed
uc
a
tio
n
,
vo
l
.
18
(
3
)
, p
p.
4
09
-42
3
.
[11]
M
ilano
,
C.
,
Up
s
h
ire,
T
.,
Scarazzo
,
S
.,
Sch
a
de,
B.
P
.
,
&
L
arw
i
n
,
K
.
H
.
(
2
0
1
6
)
,
"
A
d
j
u
s
t
m
e
n
t
a
n
d
o
t
h
e
r
f
a
c
t
o
r
s
r
e
l
a
t
e
d
to
h
ig
h
s
c
ho
ol
a
g
e
d
s
t
ud
ent
s
i
de
n
t
ifi
e
d
as
h
earin
g
i
m
paired
,
"
Inter
n
a
t
i
onal Jo
urna
l of
Eva
l
u
a
tio
n
an
d R
e
sear
ch
i
n
Education,
vol.
5
(
4),
p
p.
2
5
5
-260.
[12]
M
a
rt
in
,
D.,
Bat
-
Chav
a,
Y
.,
L
a
l
w
an
i,
A
.,
&
W
al
tzman
,
S
.
B.
(
20
10
),
"
P
eer
r
e
l
ati
o
n
s
hip
s
o
f
d
eaf
c
h
ild
ren
w
i
th
cochl
ear
i
m
p
lan
t
s:
P
redi
c
t
ors
of
p
eer
e
n
t
ry
a
n
d
p
eer
i
nt
eracti
o
n
su
ccess
,
"
Jo
u
r
n
a
l
of Dea
f
St
udi
es an
d De
a
f
Education,
v
o
l
.
16
(1), p
p.
10
8
-
1
2
0
.
[13]
Lau
g
en
,
N.
J
.,
Jaco
b
s
en
,
K.
H
.,
Ri
effe,
C
.
,
&
W
i
ch
stro
m,
L
.
(2
0
1
6
),
"
Pre
d
ic
tors
o
f
psyc
h
o
s
o
c
ia
l
o
u
tc
om
e
s
i
n
ha
r
d
-
of
-heari
n
g
pres
c
hoo
l
ch
il
dren
.
J
o
urna
l o
f
De
af
St
ud
ie
s an
d
De
af
Ed
uc
a
t
io
n,
v
ol.
21
(3),
pp.
2
5
9
-267
.
[14]
Stev
enson
,
J
.
,
K
rep
p
n
e
r,
J
.,
P
i
m
per
t
o
n
,
H.
,
W
o
rsf
o
ld,
S.,
&
Ken
ned
y
,
C.
(
2015
),
"
Em
oti
ona
l
an
d
b
e
hav
i
ou
ral
diff
i
c
ulti
es
i
n
ch
i
l
d
r
e
n
a
n
d
a
do
lescen
ts
w
ith
h
earin
g
im
pai
r
m
e
n
t:
A
s
ystem
a
ti
c
rev
i
ew
a
nd
m
eta-an
aly
s
is
,"
E
urop
ea
n
Chil
d
&
Adoles
c
e
nt
P
sy
chiat
r
y,
v
o
l
.
2
4
,
p
p
.
4
77-496
[15]
Bobzi
e
n,
J
.,
Rich
els,
C
.,
R
a
v
er,
S
.
A
.
,
H
e
s
t
e
r
,
P
.
,
B
r
o
w
n
i
n
g
,
E
.,
&
M
orin
,
L
.
(
201
3),
"An
o
b
s
e
rv
ati
o
n
a
l
stu
dy
of
soci
al
c
omm
unicat
io
n
skill
s
i
n
ei
gh
t
presch
oo
le
rs
w
ith
a
n
d
w
ith
out
h
earin
g
loss
d
u
r
in
g
coo
p
erati
v
e
pl
ay,"
Ea
r
l
y
Chil
dh
oo
d
E
ducati
on Jou
r
n
a
l,
v
o
l
.
4
1
(
5),
p
p
.
339-3
46.
[16]
Ba
t
t
en
,
G
.
,
Oake
s
,
P
.
M.
,
&
Alex
ander,
T
.
(2013
),
"
F
acto
r
s
ass
o
ciat
ed
w
it
h
so
cial
i
nteract
ion
s
b
et
ween
d
eaf
chil
dren
a
nd
t
h
ei
r
hearin
g
p
eers
:
A
s
yste
m
a
t
i
c
l
i
terat
u
re
r
evi
e
w"
J
o
urna
l of De
a
f
Stud
ie
s a
n
d
De
a
f
Ed
uc
a
t
i
o
n
,
vol
.
1
9
(3
),
p
p
.
285
-30
2
.
[17]
Chil
ver-S
t
a
iner,
J.
,
Gasser,
L.
,
&
Perri
g-Ch
iell
o,
P
.
(2014)
,
"
C
h
i
l
d
r
e
n
’
s
a
n
d
a
d
o
l
e
s
c
e
n
ts
’
mor
a
l
e
m
o
t
i
o
n
attri
b
u
t
i
o
n
s
a
nd
j
u
d
g
e
m
e
nts
abo
u
t
excl
us
ion
o
f
p
eers
w
i
t
h
h
eari
ng
i
m
p
airm
e
n
t
s
,
"
Jo
ur
na
l o
f
M
o
r
al E
d
u
c
ation
,
vol
.
4
3
(3
),
p
p
.
235
-24
9
.
[18]
Lu
,
A
.
,
Tian,
H.
,
Yu,
Y.,
Fen
g
,
Y.,
Hon
g
,
X
.
,
&
Y
u,
Z
.
(2
01
5)
,
"
P
eer
a
t
t
achm
e
n
t
a
n
d
s
ocial
anx
i
et
y:
G
end
e
r
as
a
mo
derat
o
r
acros
s
deaf
a
nd
h
earing
adol
escen
ts,"
Social Behavi
or and P
e
r
s
onality
: An Intern
ati
o
na
l Journa
l
,
vol
.
4
3
(2
),
p
p
.
231
-23
9
.
[19]
Lu
,
A.,
Yu
,
Y
.
,
Ho
ng
,
X
.
,
Fen
g
,
Y.,
T
i
an
,
H.
,
&
Liao,
J.
(
2
0
1
4
)
,
"P
ee
r
att
achm
e
nt
a
n
d
l
on
eli
n
es
s
a
m
o
n
g
ad
oles
cent
s
who
are
d
e
af
:
The
m
o
derat
i
ng
e
ff
ect
o
f
p
e
rso
n
ali
t
y,"
So
cia
l
B
e
h
a
vio
r
a
n
d
Per
s
onal
it
y: An
In
tern
at
io
nal Jo
ur
nal
,
vol
4
2(4),
pp.
5
5
1
-5
60
.
[20]
Plo
t
k
i
n
,
R
.
M
.
,
Brice,
P
.
J.
,
&
Reesman
,
J
.
H.
(
2
0
1
3
),
"
It
i
s
n
o
t
j
us
t
stres
s
:
P
a
rent
p
erson
a
li
ty
i
n
ra
i
s
in
g
a
deaf
c
hil
d
,
"
Jour
na
l of Deaf
St
ud
ies an
d
D
e
af
Ed
ucatio
n
, v
ol
.
1
9
(
3), pp
. 34
7
-3
57
.
[21]
Jam
b
or,
E
.
&
E
l
l
iot
,
M
.
(2005),
"
Self
-est
eem
a
nd
c
opi
ng
s
t
rat
e
g
ies
am
ong
d
eaf
s
tud
e
nts,"
J
o
urna
l of
De
a
f
Stud
ie
s
and Deaf
Education
,
vo
l. 10
(
1
)
, p
p. 63
-
8
1
.
[22]
Rin
a
t,
M
.
,
C
in
a
m
o
n
,
R.G.
,
&
M
o
st,
T.
(
20
15
),
"
Wh
a
t
s
ha
p
e
s
a
d
ole
s
cent
s
’
f
u
tu
re
p
ercep
ti
ons
?
T
h
e
effect
s
o
f
h
earin
g
los
s
,
so
cial affil
i
ati
o
n
,
an
d
career
self
-
efficacy
,"
Jou
r
na
l of Deaf
S
t
ud
ies an
d
D
e
af
Ed
uca
t
i
o
n
,
v
o
l
.
20
,
pp.
3
99
-4
07.
[23]
Zhen
g,
J
.
(2
01
3
)
,
"
M
eas
urin
g
self
-esteem
o
f
de
af
/
hard
o
f
h
eari
ng
c
ol
leg
e
s
t
u
d
e
nts.
Jo
ur
nal o
f
S
p
eci
al
Edu
c
a
t
io
n
a
n
d
Re
ha
bi
lita
t
i
o
n
, vo
l
.
14
(1-2
)
,
pp
.
5
5
-
65
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e
e
f
fe
c
t
s
of h
e
ar
in
g de
fic
i
t
s on s
t
u
d
e
n
t se
lf-
pe
rce
p
t
i
ons
o
f
soc
i
a
l
be
lo
n
g
i
n
g
,
dif
f
i
c
u
lty
a
t
...
(L
i
ndsy
C
o
x)
28
5
[24]
Sc
hick,
B.,
Sk
alicky
,
A.,
Edwar
d
s,
T
.,
K
u
s
h
a
l
n
ag
ar,
P.
,
To
po
lsk
i,
T
.,
&
P
atrick
,
D.
(
2
012
),
"
S
c
h
o
o
l
p
l
acem
ent
an
d
p
e
rc
e
i
ve
d
qu
a
l
ify
of
life
in
y
ou
th
w
ho
a
re
d
e
a
f
o
r
ha
r
d
o
f
he
a
r
ing,"
Jou
r
n
a
l
of
Deaf
St
udies
and D
e
a
f
E
d
u
c
a
t
io
n
,
vol
.
1
8
(1
),
p
p
.
47-6
1
.
[25]
W
e
ig
ht,
G
.
S
.
(
199
9),
"
Nat
i
o
n
a
l
lo
n
g
itu
d
i
nal
st
udy
o
f
a
do
les
cen
t
h
ealt
h
.
"
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