Early mathematical performance of deaf and hard of hearing toddlers in family-centred early intervention programmes

ABSTRACT

Research indicates that establishing a strong foundation in early mathematics is essential for later academic learning. Previous research with students who are deaf or hard of hearing (DHH) has shown varying differences in the performance and achievement when compared to typically hearing (TH) students. While the majority of research in this area has been conducted in the United States, studies in other countries suggest that these differences may be global. The present study investigated the early mathematics abilities of 3-year-old DHH children enrolled in family-centred early intervention in the Netherlands. Fifty-three DHH and TH children were given an adapted version of the Early Mathematics Performance Diagnostic. Results showed that on average, the DHH and the TH children performed similarly on all domains, except for Measurement. Likewise, both groups showed similar mathematical knowledge in most early mathematics tasks measuring sub-concepts such as counting objects, shape matching, or measuring weight. Differences were identified in some basic tasks measuring the sub-concepts (e.g. rote counting, measuring time, solving puzzles), however, not on the more advanced tasks measuring these same sub-concepts. These findings are important for parents, teachers, and early interventionists.

KEYWORDS:

• Deaf
• hard-of-hearing
• mathematics
• early intervention

Acknowledgements

The opinions expressed are those of the authors and do not represent views of the Dutch Ministry of Health, the Institute of Education Sciences or the U.S. Department of Education.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Dutch Ministry of Health, Welfare and Sport (Ministerie van Volksgezondheid, Welzijn en Sport) and the Institute of Education Sciences, U.S. Department of Education [grant R324A090145 to Kent State University].

Notes on contributors

Loes Wauters

Loes Wauters is the program director of the Deaf and Hard of Hearing Research Program at the Kentalis Academy, Royal Kentalis, Utrecht, the Netherlands,. She is also professor at the Behavioral Science Institute, Radboud University, Nijmegen, the Netherlands.

Claudia M. Pagliaro

Claudia M. Pagliaro is a Professor in Deaf Education in the Department of Specialized Education Services, School of Education, University of North Carolina Greensboro, USA.

Karen L. Kritzer

Karen L. Kritzer is the director of the Deaf Education Program and an Associate Professor in the program of Lifespan Development and Educational Sciences, Kent State University, Kent Ohio, USA.

Evelien Dirks

Evelien Dirks is the director of the Deaf and Hard of Hearing Research and Development Program at the Dutch Foundation for the Deaf and Hard of Hearing Child, Amsterdam the Netherlands. She is a lecturer at the Developmental Psychology department of Utrecht University, Utrecht, the Netherlands.