Risk and Resilience for Social Competence: Deaf Students in General Education Classrooms

Antia, Shirin D.; Reed, Susanne; Shaw, Linda R.

doi:10.1007/978-1-4419-7796-0_6

Cited by 12 publications

(28 citation statements)

References 44 publications

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“…The third environmental factor, 'educational support' also related to participation in teaching activities is consistent with other studies (Antia, Reed, and Shaw 2011). Children who need a high level of assistance during activities participate less in school activities.…”

Section: Participation In Teaching Activitiessupporting

confidence: 88%

“…Full accessibility to language and communication is fundamental to being able to actively participate and experience positive social development (King et al 2006;Dammeyer 2010;Antia, Reed, and Shaw 2011). If the students' abilities to perceive communication is poor, their classroom participation and social participation will be negatively affected .…”

Section: Introductionmentioning

confidence: 99%

“…These interventions are found to present a barrier to participation for students with disabilities (Wendelborg and Tøssebro 2010). Students with HL who spend more time outside the general classroom participate less in social activities with their classmates (Antia, Reed, and Shaw 2011).…”

Section: Introductionmentioning

confidence: 99%

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Factors associated with school participation among students with hearing loss

Rekkedal

2016

Scandinavian Journal of Disability Research

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The aim of this study is to explore teachers' views on school participation of students with hearing loss (HL) and to examine the association between students' school participation and factors related to the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY). A total of 167 teachers participated in the study. Structural equation modelling was performed to explore relationships among the factors. The teachers considered the students to be socially included and to participate academically almost at the same level as their typical classmates. A multifaceted interaction between ICF-CY factors and students' participation in academic activities was found. Personal factors such as 'academic skills and motivation' explained most of the variance in academic participation, and were also associated with activity and environmental factors. Efforts to understand their classmates directly and indirectly associated with academic participation. Students with mild and severe HL appeared to have same level of participation rate. The parents' involvement in their children's schooling and the use of amplification systems were related to academic participation but not to social participation. A few factors associated with social participation; in those cases, having other disabilities in addition to HL explained most of the variance.

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Section: Participation In Teaching Activitiessupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

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Factors associated with school participation among students with hearing loss

Rekkedal

2016

Scandinavian Journal of Disability Research

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“…Therefore, it would be beneficial to investigate resilience in other at-risk populations, such as adolescents with reading difficulties and/or diagnosed with dyslexia, hearing loss, as well as in adolescents who are recovering from traumatic brain injury. Like developmental stuttering, each of these disorders put adolescents at a higher risk for having low self-esteem, becoming the target of bullying, experiencing feelings of isolation, and developing psychopathology [75][76][77]. Given what we know about neuroplasticity and the adolescent brain, an investigation of the structures involved in resilient responses is also warranted.…”

Section: Future Directionsmentioning

confidence: 99%

Bouncing back: The role of resilience in therapy for school-aged children who stutter

Craft¹,

Gregg²

2019

Clin Arch Commun Disord

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Purpose: Recent investigations into the area of resilience have applied a risk-and-protective factor model, allowing for the identification of risks, while also identifying positive contextual, social, and individual factors that facilitate individual resilience (Zimmerman, Stoddard, Eisman, Caldwell, Aiyer, and Miller, 2013). Adolescents who stutter are at risk for poor socialemotional development due to adverse speaking experiences and subsequent emotional responses from stuttering. The primary purpose of this pilot investigation was to examine the impact of a specialized group fluency program on promoting resiliency in adolescents who stutter. The secondary purpose of this study was to investigate the relationship between resilience and overall impact of stuttering.Methods: Five adolescents who stutter ranging from ages 9-17 participated in an 8-week group fluency program, which aimed to increase resiliency by targeting three protective factors known to promote resiliency: self efficacy, social functioning, and peer support. To measure the change in resiliency following intervention, participants completed the The Child and Youth Resilience Measure-28 (CYRM-28) preceding and following intervention. The correlation between resiliency and the overall impact of stuttering was evaluated through post-test analyses of the Overall Assessment of the Speaker's Experience of Stuttering (OA-SES) and CYRM-28 scores.Results: Results indicated a statistically significant increase in resilience and a moderate negative correlation between the CYRM-28 and OASES.Conclusions: These findings suggest that participation in a specialized, group intervention program can enhance resilience in adolescents who stutter and, consequently, decrease the overall impact of stuttering in their lives.

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“…A recent campaign by the UK National Deaf Children's Society (NDCS) encouraged children to adopt various strategies for talking to peers with hearing-impairmentsbut very little research has explored the speech communication strategies used by peers with NH and HI when interacting with each other. The importance of robust interaction strategies being used in peer communication is heightened in older children with HI, as peers become increasingly important for a child's social and emotional development in later childhood (e.g., Batten et al, 2014;Antia et al, 2011). Thus it is vital to explore the speech communication strategies being used by children in these environments to ensure that children with HI obtain maximum benefit from in-clusive education.…”

Section: Introductionmentioning

confidence: 99%