{'fraction_non_alphanumeric': 0.017471736896197326, 'fraction_numerical': 0.003083247687564234, 'mean_word_length': 5.243589743589744, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Educational Conditions Related to Successful Full Inclusion Programs Involving Deaf/Hard of Hearing Children

Educators involved in full inclusion programs for deaf or hard of hearing children were asked to rate the impact of these programs on both D/HH and hearing children. Three criteria were used: academic achievement, social adjustment, and self-confidence/ esteem. Raters also described the degree to which each of 27 educational conditions were present in their school. These conditions were combined into five categories and scales were constructed for assessing each. χ2 was employed to discover relationships between educational conditions and the three criteria. Multiple regression analysis was used to predict student outcomes on the basis of the five scales. The impact of full inclusion was more favorable if D/HH children received social encouragement, if a full range of placement options were available, and if teachers and parents supported the program.