Teachers Perceptions of the Social Skills of Adolescents with Hearing Impairment in Residential and Public School Settings

Abstract

The social–emotional behaviors of 76 adolescents with moderate to profound hearing impairment enrolled in residential and public schools were assessed by their classroom teachers. Each student was rated on two instruments: (1) The Meadow Kendall Social-Emotional Assessment and (2) The Social Skill Rating Scale–Teacher Form. Comparisons were made across two settings that included three educational programs (i.e., two total-communication programs and one oral program) located in two public schools and one residential school. No statistically significant differences were found among the three groups. The findings are discussed relative to previous studies and implications for educational programming for students with hearing impairment.

Bullying in German boarding schools: A pilot study

“…Furthermore, adolescents with hearing impairment who attended a boarding school reported lower social skills than their peers from day schools (Cartledge, Cochran, & Paul, 1996). However, teachers did not perceive such a difference in another study (Cartledge, Paul, Jackson, & Cochran, 1991). These authors warned against interpreting the results as evidence for a detrimental impact of boarding schools, and drew attention to selection effects, such as difficult family conditions, which may have caused the choice of a boarding school.…”

Social Skill Self-Assessments by Adolescents with Hearing Impairment in Residential and Public Schools

“…Teachers' ratings have been found to be influenced substantially by their professional backgrounds and the educational setting, that is, public school versus residential schools (Cartledge et al, 1991;Reagan, 1990). As noted previously, the actions of students with hearing impairment may be particularly vulnerable to misperception, especially by those with limited experience and training with this population (Janesick & Moores, 1992).…”

“…It is quite possible that reliability scores with this sample might be lower, and thus the generalizability of these findings should be considered with substantial caution. It is worth noting, however, that the teacher form of the SSR-S was validated against a comparable instrument designed for and standardized with students with hearing impairment (Cartledge et al, 1991).…”

“…Teachers lacking sensitivity to this issue tend to misinterpret culturally appropriate behaviors. With the exception of the study by Cartledge et al (1991), there is no evidence that researchers controlled for teacher preparation differences, bringing into question studies equating findings from diverse adult respondents (Maxon et al, 1991).…”

“…Assuming communication difficulties and limited opportunities to interact with hearing peers, these authorities contend that the social development of students with hearing impairment would be compromised in public schools and general education classes. The research in this area varies, with some studies suggesting better social adjustment for students with hearing impairment in special program settings (e.g., Farrugia & Austin, 1980;Reich, Hambleton, & Houldin, 1977;Rodda & Grove, 1987) and others obtaining no differences on social behavior measures for students with hearing impairment in either mainstreamed or residential programs (Cartledge, Paul, Jackson, & Cochran, 1991;Leigh & Stinson, 1991).…”