The mathematics performance of Swedish deaf and hard‐of‐hearing students was compared to that of hearing students to relate the situation in Sweden to recent international research results. Quantitative analysis of performance on the national subject test in mathematics and questionnaire on demographic variables for the deaf and hard‐of ‐hearing students were used. Analyses showed significant differences overall between deaf and hard‐of hearing students and their hearing counter parts, but more importantly, gave insight into specific areas in which deaf and hard‐of‐hearing students may succeed or falter.
In the study no significant differences in mathematics performance appeared between the deaf and hard‐of‐hearing students if sign language or spoken language was used as the language of instruction. No significant differences appeared depending on investigated background variables between the two groups, students mainly taught in sign language (class for the deaf) and students mainly taught in spoken language (class for the hard‐of‐ hearing).
Demographic variables investigated were students' gender, hearing status, additional functional disability, born is Sweden or not as well as parents' hearing status, level of education, born is Sweden or not. The study serves as a basis for further investigations to develop deaf and hard‐of‐hearing students' performance in mathematics.
Artikeln finns publicerad i Malmö högskolas skriftserie Educare 1:2013 och är skriven av Elsa Foisack, assistant professor of special needs education, Malmö University, Claudia M. Pagliaro, associate professor of special education/deaf education, Michigan State University, East Lansing, MI, USA och Ronald R. Kelly, professor, National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY, USA.