Social Outcomes of Students Who are Deaf and Hard of Hearing in General Education Classrooms

Abstract

S ocial relationships add quality to one's life and contribute to one's ability to think and learn. A growing body of research indicates that having good social skills is critical for succeeding in society (Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000;Malecki & Elliott, 2002), including success in the labor market (Secretary's Commission on Achieving Necessary Skills, 1991;Valdes, Williamson, & Wagner, 1990). Research also documents the negative impact of a lack of social skills. Elksnin and Elksnin (2006) indicated that individuals who lack social skills are often 489

Relational Factors in Pragmatic Skill Development: Deaf and Hard of Hearing Infants and Toddlers

“…Larger-scale studies assessing outcomes for children who are DHH that include relevant relational factors (eg, caregiver input) have only recently begun. 79,90 Understanding of pragmatics in DHH children is further complicated by varying approaches to the study of pragmatics, including differences in how pragmatics is assessed 2 and different control groups (eg, deaf caregivers versus hearing caregivers, general education settings versus self-contained classrooms), 35,91 rendering comparisons across studies difficult.…”

Social Competence And Self- Identity In Children With Hearing Impairment Literature Review

“…Mandatory Inclusion in Israel is based on three guiding principals: 1) accompanying services determined by pupils' needs 2) placement within the least restrictive environment 3) organizational flexibility in providing accompanying services (Avissar, 2012). Antia, Jones, Luckner, Kreimeyer, and Reed (2011) found that including hard of hearing children in regular classes gives them a better chance to integrate and be involved in a hearing society. This inclusion allows for early integration into a hearing society, creates better communication with the hearing pupils and allows for better access to auditory information.…”

Conquering the Unknown: Exploring the options

“…For the teacher concerned with meeting the needs of the student, adjusting the environment to suit can include modifications as simple as ensuring there is good lighting to assist with visual aids and lip-reading, remembering to turn to face the person while speaking (Doorn, 2008), and minimising noise (Antia et al, 2011;Pagliano, 2005). While some points when stated may appear decidedly obvious, they can be easily overlooked if one is not accustomed to working with the hearing impaired.…”