Social Adjustment of Deaf Early Adolescents at the Start of Secondary School

Abstract

This study examined the peer relationships and social behaviors of deaf adolescents in the first 2 years of secondary school. Peer nominations and ratings of peer status and behavior were collected longitudinally with 74 deaf and 271 hearing adolescents from Grade 7 to Grade 8. The predictions of deaf adolescents’ peer status in Grade 8 from Grade 7 behaviors differed between mainstream education and special education settings. The behaviors of deaf early adolescents in the beginning of secondary school strongly predicted their peer status a year later. For deaf mainstream students, withdrawn behavior was the most important and negative predictor of peer status. For deaf students in special education settings, prosocial behavior was the most important and positive predictor of peer status.

¿Es Siempre Exitosa la Inclusión Educativa? Resultados Comparativos del Sistema Regular y Especial

“…De acuerdo a lo que plantean Antia y otros (2011), podría lograrse un buen desarrollo emocional si se consideran apoyos profesionales en diversas áreas, lo cual exige, además, un esfuerzo intencionado de padres y educadores que se traduzca en un mayor número de interacciones positivas de estos con sus pares (Wolters, 2014).…”

Social Participation in Schools: A Survey of Occupational Therapy Practitioners

“…Participants also favored particular disability categories when looking at social participation. For example, research shows that students with sensory impairments demonstrate lower levels of participation, report social interactions that negatively affect self-concept, and have difficulty making friends (Engel-Yeger & Hamed-Daher, 2013;Punch & Hyde, 2005;Wolters, Knoors, Cillessen, & Verhoeven, 2014). However, participants who reported working with students who are deaf, hearing impaired, or deaf-blind or who have visual impairments or blindness were less likely to address these students' social participation needs than those of students in other disability categories.…”

How social status matters Language revised Jepsen and Bengtsson.edited time 22:16

“…iv Reviewing large databases such as soc-index, Sociological Abstract, web of Science and Psycnet alongside special journals like Journal of Deaf Studies and Exceptional Children, we located four central papers dealing with social status and mainstreaming. The identified research predominantly focuses on peer acceptance (being liked) or popularity (standing out through influence) (Batten, Oakes, and Tim 2013: 292;Wolters et al 2014) based on sociometric status approaches.…”

“…Studies exploring sociometric status for adolescents find a strong correlation between low status and withdrawal from peers, thus suggesting that social behaviour is a key status predictor (Wolter et al 2011;Wolter et al, 2014). For example, Wolters et al (2014) explored if/how prosocial (helping), antisocial (confronting), and behavioural withdrawal predicted acceptance or popularity, comparing inclusive education to deaf schools.…”