The relation between background variables and educational placement of 188 elementary school hearing impaired students was studied by discriminant function analysis. Background information included three groups of variables: family characteristics, student characteristics, and educational intervention. The three educational settings in which the students were placed included special schools for hearing impaired students, special classes within regular schools, and regular classes with integration of hearing impaired students. Placement was related to the family socioeconomic status, hearing threshold, parental hearing status, and number of additional handicapping conditions. Results are discussed, with special consideration of the academic standards and methods of communication in each setting.
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