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College Adjustment of Freshmen with Hearing Impairments and Deaf Admitted through Special Admission in 4 year College

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2015, 16(3), pp.187-202
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Kim, Kyeonghwa 1

1건국대학교

Accredited

ABSTRACT

Along with that college attendance of students with disabilities become more universal, there is an increasing attention to which university students with disabilities attend. Since higher education is recognized as being very important to economic and social mobility in modern society, the prestige of one’s alma mater become more significant. Also, research indicates that many of students with hearing impairments and deaf who complete high school and pursue postsecondary education experience difficulty remaining in and completing postsecondary programs. However, this concern is mostly drawn from students with hearing impairments and deaf attending mass universities or less selective universities. Considering more students with hearing impairments and deaf will go to higher education and postsecondary schooling sorts masses of youth for vastly different occupational and social opportunities, it is important to understand how they are doing in these universities. Therefore, the purposes of the study were to identify the demographic characteristics of students with hearing impairments and deaf entering competitive colleges and to examine how they were doing in these universities. To fulfill the purposes of the study, the survey was implemented toward freshmen with hearing impairments and deaf admitted through special admission among the top 1-100 4-year colleges. According to the results obtained from 60 surveys, the participants reported they were adapted neutrally. In addition, the lowest subarea among the four college adaptation areas was personal-emotional adaptation. While there were no significant differences among personal variables such as type of high school and level of severity, there were significant differences in such personal variables as gender and occurring period of disability.

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