A study on the comprehensive assessments for support to inclusive deaf and hard-of-hearing pupils' learning.

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In this paper, we made an attempt to apply K-ABC test to Japanese deaf and hard-of-hearing children, developing its signed-version, and analyzing its results in comparison with hearing counterparts. The subjects are 151 deaf and hard-of-hearing pupils from deaf schools or from classes for hard-of-hearing in the local primary schools. The instruction was all translated into Japanese Sign Language. The results showed that the average scores of sequential processing scales was were lower than simultaneous processing scales. As for the subtests, the scores of number recall and word order were significantly lower than those from the normalized Japanese sample. It was also shown that there was no difference in relations to the pupils' hearing levels and their enrollment places. We performed the factor analysis and got 2 factors, one had the high loadings in the subtests of sequential processing scales and achievement scales, and the other had of the simultaneous processing scales, in contrast to the normalized sample's 3 factors structure.