Social development of children with hearing impairments who are integrated into general education classrooms

Author(s): Daniels, T., Durieuxsmith, A., Mcgrath, P. J., Neuss, D.

Journal/Book: Volta Rev. 1995; 97: 3417 Volta Place NW, Washington, DC 20007. Alexander Graham Bell Assoc for the Deaf. 197-208.

Abstract: The impact of hearing losses on children's psychosocial development has not been well examined despite evidence that these children may be psychosocially at risk. In addition, little information is available about the psychosocial development of hearing-impaired children who are taught oral communication and integrated into general education classrooms. The psychosocial functioning of 23 hearing-impaired children matched on sen and grade with class peers was evaluated using sociometric assessments and self-report measures of social anxiety, knowledge, and self-competence. The results indicate that children with hearing impairments are more likely to be rejected by their peers than are normally hearing children. Age was the best predictor of rejection, with younger children experiencing lower social acceptance as compared to older children. The results suggest a need for early social skills intervention to enhance friendships at earlier ages.

Note: Article M Cappelli, Childrens Hosp Eastern Ontario, Ottawa, on K1H 8L1, Canada

Keyword(s): IMPAIRED CHILDREN; PEER RELATIONS; IDENTIFYING CHILDREN; PRESCHOOLERS; ADJUSTMENT; BEHAVIOR; SCALE; RISK

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