Antia, S. D., Jones, P. B., Reed, S., & Kreimeyer, K. H. (2009).

Academic status and progress of

deaf and hard-of-hearing students in general education classrooms. Journal Of Deaf
Studies And Deaf Education, 14(3), 293-311.

This study examines the academic status and progress (Antia et al., 2009, p. 293) of
deaf and hard of hearing students who spend time in mainstream classrooms. The
researchers provided a packet of instruments and instructions for assessments to collect
their data. Information and standardized test scores were also looked up through student
files to complete data collection. Results of the study show that over five years, nearly
three quarters of students scored average or above average on the math portion of
standardized tests, about half of students scored the same in reading, and almost three
quarters in language and writing portions. Teacher ratings show that 89% of students
made significant progress, but that does not necessarily mean they caught up with their
peers, simply that they improved significantly from where they began. Some contributing
factors to student success are expressive and receptive communication, classroom
participation, communication mode, and parental participation in school (Antia et al.,
2009, p. 293). This information is pertinent to my research because it displays the
capabilities of deaf and hard of hearing students in supportive general education settings.

Cambra, C. (2002). Acceptance of deaf students by hearing students in regular classrooms.

American Annals Of The Deaf, 147(1), 38-43.

The purpose of this study was to determine the acceptance of deaf students by hearing
students in mainstream classrooms. The data was collected through questionnaires. The
results conclude that the hearing students felt that deaf students may learn more at a nonmainstream school and that deaf students are less hardworking than hearing students.
Despite negative feedback, the results also conclude that deaf students would not be
isolated from the hearing students, and the teacher would show appropriate attention and
interest in the success of their deaf students. Results from younger participants showed
that their deaf classmate was a friend they would be close with and could socialize with
recreationally, however a communication barrier remained. This information is helpful in
determining stigmas and potential issues that students who are deaf face in creating
relationships with hearing students. It also leads me to believe that if hearing students are
introduced to deaf students at a younger age, they may be more accepting and interested
in learning ways to communicate with potential friends and classmates.

Kelman, C. A., & Branco, A. U. (2009). (Meta)communication strategies in inclusive classes for
deaf students. American Annals Of The Deaf, 154(4), 371-387.

This studys purpose is to analyze the dynamic of an inclusive classroom with a lead
teacher that has little to nonexistent knowledge of sign language and a special education
teacher who is there to sign everything. The classes are made up of around 25 students,
only 6 of which are deaf or hard of hearing. The data is collected through video recorded
observation. The results from the first episode conclude that the regular teacher shows
tenderness to her students through body postures and facial expressions (Kelman et al.,

2009, p. 377). The regular teacher is learning to sign from the special education teacher
who is teaching the entire class sign language, allowing the regular teacher to connect
with all of the students and ensure they feel included. This information contributes a
possible solution for promoting inclusivity in classrooms as well as creating an
environment for deaf and hearing students to feel comfortable communicating with one
another. It also shows why inclusivity does not work for some classes, likely due to the
teachers not successfully co-teaching.

OBrien, C., Kroner, C., & Placier, P. (2015). Deaf culture and academic culture: Cultivating
understanding across cultural and linguistic boundaries. Journal Of Diversity In Higher
Education, 8(2), 104-119.

This study deviates from the typical by creating an experience that makes clear the
differences in Deaf* culture from hearing culture to evoke a response from students about
Deaf* inclusion in mainstream classrooms. Data was collected using a feedback
instrument intended to collect descriptive responses. It is important to note that all
participants were within the realm of the education field. The findings from this
experiment show that hearing students who had taken Deaf Culture classes responded
with more enlightened responses whereas others with no prior knowledge categorized
being deaf as physical or cognitive disabilities. Responses included changes in teaching
strategy to help the student, blame on the deaf student and distraction due to the
interpreter. Students reported they learned practical skills such as norms for deaf
communication (OBrien et al., 2015, p. 112), knowledge of Deaf culture, and ethics

such as being an advocate/ally/friend (OBrien et al., 2015, p. 113) to deaf students.

This study is eye-opening and contributes to my research through its student response.
Through theater, some hearing students responded that they learned more in 45 minutes
than they did in an entire semester of Deaf culture class, leading me to believe that first
hand experience is a powerful tool in bridging the gap between Deaf culture and hearing
culture.

Weiner, M. T., Day, S. J., & Galvan, D. (2013). Deaf and hard of hearing students' perspectives
on bullying and school climate. American Annals Of The Deaf, 158(3), 324-343.

Weiner utilized the Olweus Bullying Questionnaire and a survey with multiple choice
questions to obtain data regarding deaf and hard of hearing students feelings and
frequency of experiences with bullying. While bullying occurs in any type of school
setting, the study found that the 812 deaf students that participated showed 2-3 times the
amount of bullying occurring versus their hearing counterparts. The study also compared
levels of empathy between hearing and deaf students. Deaf students reportedly show less
empathy when it comes to bullying whereas hearing students report more empathy
towards other classmates being bullied. This information is pertinent to my research
because it shows differences in a classroom setting between deaf and hearing students. It
also poses questions for further research as to why deaf students are less empathetic than
hearing students.

*The word Deaf is capitalized when referring to Deaf culture.