ASSESSMENT INSTRUMENTS AS PREDICTORS OF SUCCESS FOR CHILDREN WITH HEARING IMPAIRMENT IN THE MAINSTREAM CLASSROOM: A FUZZY MATHEMATICS APPROACH

John N. Mordeson (), Lynne E. Houtz (), Karen K. Rossi (), Jenna M. Voss () and Lisa R. Burton ()
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John N. Mordeson: Department of Mathematics, Creighton University, Omaha, Nebraska 68178, USA
Lynne E. Houtz: Department of Education, Creighton University, Omaha, Nebraska 68178, USA
Karen K. Rossi: The Omaha Hearing School for Children, Executive Director, 1110 North 66th St., Omaha, Nebraska 68132, USA
Jenna M. Voss: Central Institute for the Deaf, 4560 Clayton Ave., St. Louis, Missouri 63110, USA
Lisa R. Burton: The Omaha Hearing School for Children, 1110 North 66th St., Omaha, Nebraska 68132, USA

New Mathematics and Natural Computation (NMNC), 2008, vol. 04, issue 01, 23-39

Abstract: We use for the first time fuzzy mathematics to aid in the determination of which tests of preschool, hard of hearing and deaf children are the best predictors of success when these students are mainstreamed in the public school system. The techniques are those of group decision making and consensus under fuzzy preferences and fuzzy majority and techniques of fuzzy outranking relations in preference modelling.

Keywords: Assessment instruments; hard of hearing children; group decision under fuzzy preferences; fuzzy outranking relations; fuzzy modelling (search for similar items in EconPapers)
Date: 2008
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DOI: 10.1142/S1793005708000945

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