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All Journal International Journal of Evaluation and Research in Education (IJERE)
Benjamin P. Schade
Youngstown State University
Education

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The Impact of Visual Impairment on Perceived School Climate Benjamin P. Schade; Karen H Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 3: September 2015
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (166.758 KB) | DOI: 10.11591/ijere.v4i3.4499

Abstract

The current investigation examines whether visual impairment has an impact on a student’s perception of the school climate. Using a large national sample of high school students, perceptions were examined for students with vision impairment relative to students with no visual impairments. Three factors were examined: self-reported level of happiness, perception of a positive school climate, and negative school affect.  Results revealed no differences for the seeing and visually impaired students on self-reported happiness and perception of a positive school climate factors, however significant differences were found on the negative school affect factor. Additionally, gender was significantly related to the negative school affect factor.
Adjustment and Other Factors Related to High School Aged Students Identified as Hearing Impaired Charlene Milano; Tara Upshire; Sarah Scarazzo; Benjamin P. Schade; Karen H. Larwin
International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 4: December 2016
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (190.767 KB) | DOI: 10.11591/ijere.v5i4.5952

Abstract

Healthy social, emotional and cognitive development of deaf children depends upon complex interactions between the many individual and environmental factors associated with deafness. Deaf children and adolescents have been reported to possess greater rates of mental health problems than hearing children and adolescents. Dysfunction in one or more systems impacts the other systems in the child’s life. Dysfunction increases the risk for maladjustment and poor mental and emotional health. Deaf youth are at greater risk for disruption in interactions between the child and their environment and therefore are also at greater risk for social and emotional problems. Data from the National Longitudinal Study of Adolescent to Adult was used to gain a better understanding of deaf student’s feelings of acceptance at school, reported positive feelings, academic grades and future plans. Twelve (12) deaf students were included in a total of 456 youth participants from across the county. No significant differences were found between the two groups. 
Co-Authors Charlene Milano Karen H Larwin Karen H. Larwin Sarah Scarazzo Tara Upshire