THE CLASSROOM COMMUNICATION EASE SCALE - DEVELOPMENT OF A SELF-REPORT QUESTIONNAIRE FOR MAINSTREAMED DEAF STUDENTS

This study describes efforts to develop a self-report psychological scale (CCES: Classroom Communication Ease Scale) to provide information about the extent to which mainstreamed deaf students think that they communicate effectively with teachers and peers, as well as how they feel about their communication experiences in mainstreamed classrooms. Data obtained from administration of the CCES to 50 deaf students enrolled in baccalaureate programs at a postsecondary technical institution were subjected to Rasch rating scale analysis. Fit of data to the measurement model resulted in a set of 42 items that empirically define the concept of ''communication ease'' in its cognitive aspects and a set of 21 items that elaborate the concept further in terms of its affective aspects.