Social Processes and Outcomes of In-School Contact Between Deaf and Hearing Peers

Abstract

Studies of social processes and outcomes of the placement of deaf students with hearing peers cannot be easily summarized, but can be grouped into a least four major categories of focus: social skills, interaction and participation, sociometric status and acceptance, and affective functioning. We review 33 studies available since 1980 in which a mainstreamed or included deaf sample was compared to another group. Studies indicated (1) that hearing students were more socially mature than deaf students in public schools, (2) that deaf students interacted with deaf classmates more than hearing ones, (3) that deaf students were somewhat accepted by their hearing classmates, and (4) that self-esteem was not related to extent of mainstreaming. There was a tendency for studies to use observational methods with very young children, teacher evaluations with middle school children, and questionnaires with older children. Three major areas of methodology limit general conclusions: samples, measurements of variables, and experimental manipulations. The reviewed studies provide a basis for understanding the social processes and outcomes in these placement situations; however, it is not possible to make broad generalizations about effects of placement.

Achieving Developmental Synchrony in Young Children With Hearing Loss

“…• In a review of 33 studies published after 1980, Kluwin, Stinson, and Colarossi (2002) identified four main areas of concern for children with hearing loss when compared with hearing peers, including social skills, interaction/participation, sociometric status/acceptance, and affective functioning.…”

“…The studies published on self-esteem and social competence have generally evaluated older school children and adolescents and have spanned a variety of methodologies (Kluwin, 1993;Kluwin et al, 2002). Taken together they suggest that mainstreamed deaf students may not have fully successful relationships with hearing peers, but that specific interventions may improve social outcomes.…”

Importance of social attitudes towards people with disabilities in the realization of educational inclusion in Serbia

“…пол, контакт) са ставовима према овој групи људи. Страна истраживања (Margalit & Marion, 1983;Furham & Lane, 1984;Kluwin at al, 2002;Cambr, 2002;Nikolaraizi at al, 2005), углавном дају налазе о прихватајућим ставовима према особама са сметњама у развоју, мада, критичка дискусија резултата не говори увек о недвосмисленом прихватању. Анализа иностране и наше истраживачке праксе указује на тешкоће у процени ставова према особама са сметњама у раз-воју с обзиром да су налази често неконзистентни, а у једном делу истраживања и контрадикторни (Димоски, 2010: 400).…”

Inclusion of students who are deaf or hard of hearing: secondary school hearing students' perspectives

“…They conclude that promoting participation is an important first step towards social integration, and frequent and mutually enjoyable participation may provide a foundation for true acceptance. Kluwin et al (2002) found that the greater the contact the students had with each other, the more the participation of D/HH students in social activities with hearing peers. The majority of the reviewed studies reported that hearing peers accepted deaf students in classes, although factors such as extent of contact and gender may have an effect.…”

“…8(2): 62-74 (2006) Published online in Wiley InterScience (www.interscience.wiley.com) DOI: 10.1002/dei.190 A review of the literature indicates that most, but not all, studies support the positive aspects of inclusion mentioned above. That is, studies have reported satisfactory outcomes for academic progress and social development of D/HH students, including positive attitudes toward and acceptance of D/HH students by their hearing peers (Kluwin, 1999;Kluwin and Stinson, 1993;Kluwin et al, 2002;Luckner, 1999;Power and Hyde, 2002;Powers, 1996). On the other hand, a few studies have reported that D/HH students have encountered negative attitudes held by their hearing peers, have experienced isolation, or loneliness, or have failed to establish close relationships with their hearing peers (e.g.…”