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Assessment Instruments As Predictors Of Success For Children With Hearing Impairment In The Mainstream Classroom: A Fuzzy Mathematics Approach

Author

Listed:
  • 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)

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.

Suggested Citation

  • John N. Mordeson & Lynne E. Houtz & Karen K. Rossi & Jenna M. Voss & Lisa R. Burton, 2008. "Assessment Instruments As Predictors Of Success For Children With Hearing Impairment In The Mainstream Classroom: A Fuzzy Mathematics Approach," New Mathematics and Natural Computation (NMNC), World Scientific Publishing Co. Pte. Ltd., vol. 4(01), pages 23-39.
    • Handle: RePEc:wsi:nmncxx:v:04:y:2008:i:01:n:s1793005708000945
    DOI: 10.1142/S1793005708000945
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