Cochlear implanted pupils in Scottish schools: 4-year school attainment data (2000-2004).
Cochlear implanted pupils in Scottish schools: 4-year school attainment data (2000-2004).
复制标题
苏格兰学校植入人工耳蜗的学生：4 年学业成绩数据（2000-2004 年）。
DOI：
10.1093/deafed/enj029
复制
发表时间：
2005
影响因子：
2
通讯作者：
E. Thoutenhoofd
中科院分区：
文献类型：
--
作者：
E. Thoutenhoofd
苏格兰聋哑学生的成就 (ADPS) 项目自 2000 年以来一直在跟踪苏格兰学校聋哑学生的教育程度。在撰写本文时，该数据库包含 1,752 名聋哑学生的记录（2000 年至 2005 年）。这里报告了 2000 年 6 月至 2004 年 6 月期间向 ADPS 数据库通报的 152 名植入人工耳蜗的学龄聋哑学生的 4 年总体教育程度数据。这些数据描述了该亚组的小学和中学阅读、写作和数学成绩，以及安置和交流特征。当聋哑学生群体因听力损失而分类时，植入人工耳蜗的聋哑学生群体的教育程度明显明显，在 5-14 年级课程国家考试（特别是数学）和标准成绩中均取得相对较高的平均成绩。因此，聋哑学生相对于全国人口数据的成绩差距有所缩小，尽管在国家考试成绩较高的情况下差距仍然扩大。尽管大多数植入人工耳蜗的学生都被安置在主流学校，但并没有向主流学校迁移的模式。一些植入人工耳蜗的聋哑学生脱离主流，转向其他类型的安置，这对人工耳蜗植入的健康经济成本效用评估产生影响，该评估通过利用不同安置类型的相对成本来支持主流教育。这些发现表明，ADPS 研究计划可以将学校成果数据作为有价值的现实生活成果衡量标准，用于更广泛地评估人工耳蜗对聋哑儿童和聋哑青少年的益处。
The Achievements of Deaf Pupils in Scotland (ADPS) project has been tracking the educational attainment of deaf pupils in Scotland's schools since 2000. At the time of writing, the database contains records for 1,752 deaf pupils (2000-2005). Here 4-year aggregate educational attainment data are reported for a subset of 152 school-aged deaf pupils with cochlear implants notified to the ADPS database between June 2000 and June 2004. The data describe primary and secondary school results in reading, writing, and math for this subgroup, as well as placement and communication characteristics. The educational attainment of the group of deaf pupils with cochlear implants is clearly marked when the deaf pupil population is disaggregated for hearing loss, achieving comparatively higher average attainment in both 5-14 Curriculum National Tests (Mathematics in particular) and Standard Grades. Therefore the gap in performance relative to the national population data is reduced for those deaf pupils, although it still widens at higher levels of achievement for the National Tests. Although most pupils with cochlear implants are placed in the mainstream, there is no pattern of migration toward mainstream schools. Some deaf pupils with cochlear implants moved out of mainstream to other types of placement, and this has implications for health-economic cost-utility assessments of cochlear implantation that favor mainstream education by drawing upon the relative cost of different placement types. These findings suggest that the ADPS program of research can contribute school outcome data as valuable real-life outcome measures in wider assessments of the benefit of cochlear implants to deaf children and deaf young people.