Predictors of Time Spent in Special Education Among Students With Severe‐to‐Profound Hearing Loss

Abstract

AbstractObjectiveDetermine if students with severe‐to‐profound hearing loss with cochlear implants (CIs) mainstream (transition to general education) more than students with hearing amplification at the population level.Study DesignCross‐sectional secondary analysis of data from the National Center of Education Statistics.SettingSpecial education (SpEd) students in the United States who had severe to profound “hearing impairment” and were 6 to 16 years old at enrollment from 2000 to 2001.MethodsWe weighted the data to produce national estimates, performed multiple imputations for missingness, and built a multivariate linear regression model, which was cross‐validated with a multivariate Poisson regression model. We used a theory‐based approach to model‐building using a directed acyclic graph to identify the minimally sufficient adjustment set of variables, which included school district urbanicity, student's age when they started SpEd, other disabilities, home language, and caregiver education.ResultsWe identified 7267 students with CIs and 28,794 students with hearing amplification. CI users mainstreamed more than peers using hearing amplification during secondary school (40.29% less daily time in special education, p = .004) but not during primary school (9.19% less daily time in SpEd, p = .155). Additional significant predictors of mainstreaming varied between the primary and secondary school cohorts and included school district urbanicity and the student's age when they started SpEd.ConclusionCI status predicts daily time spent in SpEd among a secondary school cohort. These findings do not establish causation. The National Center of Education Statistics should consider linking to clinical databases in future studies.