Perceptions of Social Adjustment of Hearing-Impaired Pupils in an Integrated Secondary School Unit

Social Behavior and Skills in Children

“…Hearing loss Vostanis, Hayes, Feu, and Warren (1997) Burley (1996), Macklin and Matson (1985), , Cartledge and Cochran (1996), Cartledge et al (1991 Antia and Kreimeyer (1996), Ducharme and Holborn (1997) Broesterhuizen, Van Lieshout, and Riksen-Walraven (1991) Cappelli, Daniels, Durieux-Smith, McGrath, and Neuss (1995), Coyner (1993), Craig (1965), Hagborg (1987), Kennedy and Bruininks (1974), Kurkjian and Evans (1988), Nunes et al (2001), Ridsdale and Thompson (2002), Sua´rez (2000), Wauters and Knoors (2008) Hemophilia/HIV Colegrove and Huntzinger (1994), Moss, Bose, Wolters, and Brouwers (1998) Colegrove and Huntzinger…”

Exploring the social inclusion of deaf young people in mainstream schools, using their lived experience

“…Most of the research that considers the social inclusion of deaf children in mainstream settings suggests that there are a number of potential barriers for these students. Deaf students often experience difficulties communicating, initiating and maintaining interactions with hearing peers (Xie, Potmesil & Peters, 2014) and this can be an obstacle to making friends (Ridsdale & Thompson, 2002). Education experiences can be in unsupportive environments in which the young person feels lonely, rejected, misunderstood, discriminated against or singled out for unwanted attention because of their hearing status (Israelite, 2002).…”

“…Students can feel isolated, awkward and self-conscious when interacting with hearing peers, not wanting to attract unwanted attention due to their hearing loss and experiencing a need for "normalcy" (Punch & Hyde, 2005). Research indicates that deaf children may be socially marginalised or accepted at a superficial level and are seen as unpopular by their peers (Ridsdale & Thompson, 2002). Hearing students are more socially successful than their deaf peers (Marschark, Bull & Sapere, 2012), prefer to have hearing peers as friends and struggle to know how to solve the communication difficulties they experience with their deaf peers (Nunes, Pretzlik & Olsson, 2001).…”

“…In contrast to the facilitative factors there is research to suggest there are a number of barriers to the social inclusion of deaf children and young people in schools. Findings suggest that deaf pupils are generally seen as unpopular by their peers, are socially marginalised and accepted at a superficial level (Ridsdale & Thompson, 2002). Overemphasis on the hearing loss can lead to unwanted attention (Iantaffi et al, 2003), coddling, low expectations of achievement, setting limits which can create barriers to teaching deaf students in mainstream classes (Eriks-Brophy et al, 2006;Jarvis, 2003).…”

“…Overemphasis on the hearing loss can lead to unwanted attention (Iantaffi et al, 2003), coddling, low expectations of achievement, setting limits which can create barriers to teaching deaf students in mainstream classes (Eriks-Brophy et al, 2006;Jarvis, 2003). Teachers may struggle to manage or understand audiological equipment, which can add to the embarrassment that the deaf child may already feel from wearing hearing aids or radio aids that make their hearing loss more visible (Ridsdale & Thompson, 2002;Jarvis, 2003). Deaf pupils with a range of needs may have difficulty working collaboratively with peers or in joining in discussion type activities, preferring more practical lessons to language based lessons (Ridsdale & Thompson, 2002).…”