The Effectiveness of Life Skills Training on Enhancing the Social Skills of Children With Hearing Impairments in Inclusive Schools

Adibsereshki, Narges; Vernosfaderani, Abas Mahvashe; Movallali, Guita

doi:10.1080/00094056.2015.1114810

Cited by 10 publications

(8 citation statements)

References 20 publications

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“…The pupils with hearing impairment may have a lower status within friendship groups (Ridsdale & Thompson, 2002) and may as well experience communication and language problems at school (Dakwa & Musengi, 2015), which are closely linked to children's academic and social inclusion (Hadjikakou et al, 2008). In some cases, social and academic inclusion could be difficult for students with hearing impairments, due to the delays in the development of their social skills (Adibsereshki et al, 2015). Research reveals that children with hearing impairments have socio-emotional difficulties interfering with their friendships, classroom learning, and ability to get along with the people around them (Mekonnen, et al, 2015).…”

Section: Children With a Hearing Impairment In A Mainstream Schoolmentioning

confidence: 99%

Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study

Nīmante¹,

Ekša²

2020

Human, Technologies and Quality of Education, 2020

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Inclusive education means that all pupils, regardless of their ability, gender and race, can study with their peers in the school closest to their place of residence. When enrolling students with special needs in a school, the quality of the student’s academic and social inclusion is equally important. The study aims to analyze the single case of inclusion of a boy with a hearing impairment in a mainstream school X to answer the research questions: how do teachers deal with a pupil with hearing impairment and his needs in the classroom, what are the peculiarities of a hearing-impaired child’s learning, what support (academic and social) is provided to the boy to promote his inclusion in school and the classroom? In the qualitative study, semi structured interviews were conducted with the boy with a hearing impairment and 5 teachers of school X and the boy’s father, they were analyzed using content analysis. Three main categories emerged from the data: (1) support provided by teachers/school; (2) social participation in the classroom, school, friendships, (3) barriers for inclusion. There were two time periods in the first category suggested: (a) before the boy was identified as a child with special needs and (b) after the statement on special needs were received. There were several sub-categories that emerged from the transcripts: support measures provided to a child with a hearing impairment in the classroom, organizational response of the school to a child with a hearing impairment, the visible and invisible aspects in social participation of a child with hearing impairment in a mainstream school. The study highlighted that the academic and social inclusion experience of a child with a hearing impairment in a mainstream school may differ before and after receiving the statement from the Pedagogical Medical Commission on the child’s special needs. The study discusses whether the statement of a pupil’s special needs may become a new barrier to inclusive education that encourages schools to develop new exclusionary practices.

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Section: Children With a Hearing Impairment In A Mainstream Schoolmentioning

confidence: 99%

Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study

Nīmante¹,

Ekša²

2020

Human, Technologies and Quality of Education, 2020

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“…SLB's efforts in responding to the challenges of scientific and technological advances are to provide educational services needed by students (Francis et al, 2021). The form of educational services for SLB students is to provide certain skills training (Adibsereshki et al, 2015a).…”

Section: Introductionmentioning

confidence: 99%

“…Life skills education aims to equip SLB students to face the challenges of developing science and technology and societal progress (Mursiawati et al, n.d.). Life skills education owned by SLB students can be used to improve their quality of life (Adibsereshki et al, 2015b). Thus, it can be interpreted that Life skills education is very important for SLB students.…”

Section: Introductionmentioning

confidence: 99%

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Life Skills Education Based on Local Excellence: Studi of State Special Schools Students in East Kalimantan

Rahmawati,

Basith

2023

QLMN

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The research was conducted to find out the application and implementation of life skills education, as well as the supporting and inhibiting factors for the implementation of Life Skills Education conducted by SLBN in East Kalimantan. Life skills education is very important for students with special needs. With life skills education, it is hoped that it can eliminate socio-economic disparities and minimize discrimination that students with special needs often experience. The type of research used is qualitative research with a descriptive approach. Collecting research data using interviews, observation, and documentation Primary data sources are skills-coordinating teachers, school principals, and students. Furthermore, the data obtained will be tested for validity using triangulation techniques and analyzed using multi-site analysis techniques developed by collecting, reducing, presenting, and drawing conclusions. The research results that have been found are as follows: Live skills education has an important role in the life development of SLB students; full support is needed to increase competency. This will have a big impact, especially on social life. With the provision of skills, SLB students can strive to improve their standard of living. Applicable skills such as sewing, hydroponic gardening, cooking or processing food from ingredients that are easily obtained from seafood, agriculture, and plantations in the surrounding environment, as well as creating goods from materials that are easy to obtain. At the same time, they are given the skills to market their work to other people and the public. All of these activities can help students grow and develop in parallel. The realization of these live skills education activities must also get support from various parties. Both parents, the government, teachers, and, of course, the wider community serve as users, or the community serves as facilitators.

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“…Given the importance of social skills, schools as one place to study not only aim to develop knowledge and skills but also a place to develop social attitudes and skills [4]. The development of students' social skills in schools can be achieved through various means, one of which is through sports.…”

Section: Introductionmentioning

confidence: 99%

Students’ Social Skills: Participating in Sports Activities

Budiman¹,

Juliantine²,

Suherman³

et al. 2022

Proceedings of the 2nd International Conference on Physical Education, Sport, and Health (ICoPESH 2022)

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The purpose of this study is to determine the difference in social skills between participating students in physical education and participating students in physical education and sports extracurriculars. This research method uses a quantitative approach with a Causal-Comparative design. The subjects in the study were 6 th -grade students at Public Elementary School 2 Bayongbong Garut. The total sample was 34 students, consisting of 26 students who only participated in physical education and 8 students who participated in physical education as well as sports extracurriculars. The research instrument uses social skills questionnaires with components of emotional skills, social cognition skills, communication skills, and interaction skills. Based on the results of data processing and data analysis from the Independent Test, the T-Test sample obtained Sig. (2-tailed) results of 0.954 > 0.05 then H 0 is accepted, showing that statistically there is no significant difference between the social skills of students who only participate in physical education and the social skills of students who participate in physical education and extracurricular sports.

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The Effectiveness of Life Skills Training on Enhancing the Social Skills of Children With Hearing Impairments in Inclusive Schools

Cited by 10 publications

References 20 publications

Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study

Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study

Life Skills Education Based on Local Excellence: Studi of State Special Schools Students in East Kalimantan

Students’ Social Skills: Participating in Sports Activities

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