Contact frequency and quality’s impact on educational integrity during deaf inclusion in higher education

Table 1 Background information of the participants

DHH Students’ Information (N = 144)
Variables		Number	%
Level	1	40	27.8
	2	37	25.7
	3	35	24.3
	4	32	22.2
Gender	Male	77	53.5
Gender	Female	67	46.5
Type of Pre-university School	Deaf Classes	139	96.5
Type of Pre-university School	General Classes	5	3.5
Deafness Reason	Injury / Disease	21	14.5
Deafness Reason	Genetic	123	85.5
Hearing Peers’ Information (N = 720)
Variables		Number	%
Level	1	184	25.6
	2	173	24.0
	3	176	24.4
	4	187	26.0
Gender	Male	406	56.4
Gender	Female	314	43.6
Prior Experience with Deaf Contact	Training	1	0.1
	Personal Experience	45	6.3
	None	674	93.6
Faculty Members’ Information (N = 96)
Variables		Number	%
Gender	Male	12	12.5
Gender	Female	84	87.5
Age	Under 40 Years	27	28.2
	41–50 Years	49	51
	51–60 Years	14	14.6
	Over 61 Years	6	6.2
Prior Experience with Deaf Contact	Training	23	23.9
	Personal Experience	9	9.4
	None	64	66.7
Duration of Teaching DHH Students	Under 20 Hours	17	17.7
	20–40 Hours	22	22.9
	40–80 Hours	20	20.8
	Over 80 Hours	37	38.6

ISSN: 1833-2595