Do you see what I see? School perspectives of deaf children, hearing children and their parents☆

Abstract

Perspectives on academic and social aspects of children's school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children's friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children’s having deaf parents, attending a school for the deaf, and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.

Social-Emotional Perceptions of Deaf Students in Hail, Saudi Arabia

“…The lack of interaction in our study between gender, hearing and social performance coincide with those of another study that also found that gender did not interact with social status [100].…”

Long‐term improvements in oral communication skills and quality of peer relations in children with cochlear implants: parental testimony

“…A recent study examining the concordance of children's and parents' reports of social functioning found that all parents tended to overestimate children's social success to some degree, but both deaf children and their hearing parents agreed the children were less successful than their hearing peers (Marschark et al . ).…”

“…In addition, parents' reports may provide critical information about the children's functioning in everyday situations, and may be particularly valuable because of specific challenges involved in interviewing adolescents (Punch & Hyde 2011b). A recent study examining the concordance of children's and parents' reports of social functioning found that all parents tended to overestimate children's social success to some degree, but both deaf children and their hearing parents agreed the children were less successful than their hearing peers (Marschark et al 2012).…”

Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students From Individual, Household, Communication, and Educational Factors

“…For example, parent reports of hearing loss and communication abilities may not fully reflect their DHH children’s experiences (Marschark et al, 2012). Although parent reports are important and valuable, they cannot be equated with the results of assessments conducted by individuals trained to evaluate or diagnose disabilities, health conditions, or communication skills.…”