Self-perceptions of social relationships in hearing-impaired adolescents

Author(s): Whitmire, K., Kluwin, T. N.

Journal/Book: J Educ Psychol. 1996; 88: 750 First St NE, Washington, DC 20002-4242. Amer Psychological Assoc. 132-143.

Abstract: A social activity scale was administered to 220 mainstreamed hearing-impaired adolescents. In general, students reported participating in school activities more frequently with hearing-impaired than with hearing peers, but this was qualified by the extent that the students were mainstreamed. Ratings of participation with hearing-impaired peers decreased for the students who were mainstreamed for more classes. Students indicated that they were more emotionally secure with hearing-impaired peers, and there was no increase in emotional security with hearing peers with more mainstreaming. Responses of students who were mainstreamed for more classes suggested that they realized they had less interaction with hearing-impaired peers even though this was the group with whom they were most comfortable. Although these students were surrounded with hearing peers, this contact did nor appear to promote identification and relational bonds with them. When there is opportunity for participation, the quality of the relationships is not necessarily positive.

Note: Article MS Stinson, Rochester Inst Technol, Natl Tech Inst Deaf, Dept Educ & Career Res, 52 Lomb Mem Dr, Rochester, NY 14623 USA

Keyword(s): CHILDREN; INTEGRATION; LONELINESS; ADJUSTMENT; CLASSROOMS

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