Kulturfaire Berufseignungsdiagnostik bei Gehörlosen und daraus abgeleitete Untersuchungen zu den Unterschieden der Rechenfertigkeiten bei Gehörlosen und Hörenden
The present paper is concerned with the development and the application of psycho-diagnostic test procedures for the vocational aptitude of the Deaf. The gained data serve as basis for a comparison of the average mathematical competences of deaf and hearing people. Additionally, the data are used to form and test hypotheses about possible reasons for the differences in achievement which have been found. The fact that the procedure of the vocational diagnostics differs in parts between hearing and deaf people can be explained due to the particular situation of the Deaf and their linguistic and cultural uniqueness. In order to clarify this, the “Aachen Test Battery of Vocational Aptitude of the Deaf (ATBG)” which is based on the idea of culture fair diagnostics – meaning a diagnostics of the vocational aptitude based on sign language – is briefly described. Finally the composition of the test battery and the 23 individual test procedures will be presented briefly. The data which have been collected from hearing impaired people through the ATBG at Vocational Training Centres, Integration Centres, and other institutions concerned with vocational training and advanced vocational training of hearing impaired people, as well as data gained through investigations by the ATBG-team members at schools and vocational schools for hearing impaired students (N=907), serve as basis for the analysis of the present paper. In order to be able to use the data collected through the ATBG tests for the analysis of the mathematical competences of the Deaf, it has to be proved that the test battery validly captures the characteristics that have to be measured. The analyses concerning the validity of the tests show that the translation and the adaptation of already existing procedures respectively, as well as the redesign of single test procedures of the ATBG for the diagnostic application of the ATBG at hearing impaired subjects have been successful. The multitude of the analyses and the variety of approaches of the analysis respectively – correlation studies, factor analysis, and non-metrical multi-dimensional scaling procedures – confirm these findings. After I firstly presented the ATBG approach in context with the diagnostics of the vocational aptitude and sign language and secondly showed that this approach is appropriate to capture performance features and behaviour features of hearing impaired people objectively, reliably, and validly, I will thirdly compare average competences of deaf and hearing people. Such comparisons are possible as many ATBG-test procedures are merely modifications of existing test procedures which have been developed and standardized for hearing people. The comparison of the mathematical skills were combined with the following research questions: (1) Do hearing and deaf people show systematic differences in performance concerning their mathematical skills? (2) Is it possible to identify potential causes for the differences in performance that have been found by means of a combination between the results of other studies and the analysis of the ATBG-data? In order to analyse the connection between mathematical skills and level of ability, I will contrast the results of international studies with hearing and deaf people with the data gained through the German ATBG-sample in the ability test procedures. The development of mathematical competences will be displayed with the help of various test procedures from the ATBG-test battery and the analysis of the influences of variables specific to the deaf (degree of hearing impairment, hearing status of the parents). Finally the influence of selected factors concerning special conditions of socialization of the Deaf will be evaluated by means of the analysis of the results from the ATBG-sample comprising linguistic and hearing-impaired-pedagogical aspects. Even though the results of the present study show very low mathematical skills in German deaf people compared to hearing people the study also identifies ways, in which this difference in performance can be reduced in the future. Low mathematical skills can neither be put down to ‘Deafness per se’ nor can they be determined by the intellectual ability level of the Deaf. The analyses indicate that bilingual education and schooling approaches, advancement of writing skills of the Deaf, the creation of surroundings which give deaf children and adolescents the possibility to make more experiences and improve their informal knowledge, as well as a mathematical-didactic approach which is adapted to the specific problems and abilities of the Deaf and thus supports their development of mathematical competences can improve the mathematical skills of the Deaf.
info:eu-repo/classification/ddc/150, Berufseignungsdiagnostik, Test, Culture Fair Diagnostics, Mathematical Skills, Vocational Aptitude of the Deaf, Gebärdensprache, Gehörlosigkeit, Rechenfertigkeiten, Testfairness, Testverfahren, Psychologie
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