The role of classmates in the social inclusion of deaf and hard-of-hearing children.

Social inclusion in mainstream education plays a crucial role in the social development of deaf or hard-of-hearing (DHH) children. The aim of this study was to explore the social inclusion of DHH children in the regular school setting and the role that classmates play in their social inclusion. Fifteen DHH children aged 8 – 13 years and 249 hearing peers aged 8 – 14 years participated in the study. 9 out of 13 participating classes included a DHH child. Social inclusion was measured by 4 measures: through self-reports of loneliness (total scores and two subdimensions: group integration and peer intimacy), peer nominations, teacher reports for social participation and parent reports for peer problems. Attitudes towards children with disabilities, self-compassion and sense of coherence were measured through self-reports. The results indicated that DHH and hearing children were similar in their peer acceptance and group integration, but differences occurred in loneliness and levels of...Show moreSocial inclusion in mainstream education plays a crucial role in the social development of deaf or hard-of-hearing (DHH) children. The aim of this study was to explore the social inclusion of DHH children in the regular school setting and the role that classmates play in their social inclusion. Fifteen DHH children aged 8 – 13 years and 249 hearing peers aged 8 – 14 years participated in the study. 9 out of 13 participating classes included a DHH child. Social inclusion was measured by 4 measures: through self-reports of loneliness (total scores and two subdimensions: group integration and peer intimacy), peer nominations, teacher reports for social participation and parent reports for peer problems. Attitudes towards children with disabilities, self-compassion and sense of coherence were measured through self-reports. The results indicated that DHH and hearing children were similar in their peer acceptance and group integration, but differences occurred in loneliness and levels of intimacy in particular. No significant associations were found for class mean scores of attitudes towards children withdisabilities, self-compassion or sense of coherence and social inclusion measures. When peer nominations were examined, self-attitudes towards children with disabilities, self-compassion and sense of coherence showed no difference between peers who did and did not nominate DHH children as their friend. Regression analyses showed that girls had better self-attitudes than boys and higher levels of self-compassion predicted better self-attitudes. Furthermore, younger children expected more positive attitudes of classmates toward children with disabilities. Higher levels of sense of coherence were also a predictor of more positive attitudes of classmates.Show less

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The role of classmates in the social inclusion of deaf and hard-of-hearing children.