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

This study describes efforts to develop a self-report psychological sc ale (CCES: Classroom Communication Ease Scale) to provide information about the extent to which mainstreamed deaf students think that they c ommunicate effectively with teachers and peers, as well as how they fe el about their communication experiences in mainstreamed classrooms. D ata obtained from administration of the CCES to 50 deaf students enrol led in baccalaureate programs at a postsecondary technical institution were subjected to Rasch rating scale analysis. Fit of data to the mea surement model resulted in a set of 42 items that empirically define t he concept of ''communication ease'' in its cognitive aspects and a se t of 21 items that elaborate the concept further in terms of its affec tive aspects.