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

本文尝试将K-ABC测验应用于日本聋儿和重听儿童，开发了其符号版，并将其结果与正常儿童进行了比较分析。受试者为151名聋校或当地小学听障班的聋生和听障学生。所有的说明都被翻译成了日本手语。结果表明，被试在顺序加工量表上的平均得分低于同时加工量表。在分测验中，数字回忆和词序的得分显著低于标准化的日本样本。结果还表明，学生的听力水平和他们的入学地点的关系没有差异。通过因子分析得到2个因子，其中1个因子在顺序加工量表和成就量表的分测验中具有较高的负荷，另1个因子在同时加工量表中具有较高的负荷，与标准化样本的3个因子结构形成对照。

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.