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...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
Although participation in school is critical for supporting children's psychosocial development, this relationship is understudied in the autistic population. The present study investigated the...Show moreAlthough participation in school is critical for supporting children's psychosocial development, this relationship is understudied in the autistic population. The present study investigated the relationship between school participation and psychosocial functioning of Dutch autistic children aged 4-16 years. The potential moderating effect of the child's age, family socioeconomic status, and school physical environment on the relationship were also examined. Parents of a total of 200 autistic children participated in the study, who filled in information of their child on an online survey. Hierarchical multiple regression analysis was used to examine the link between school participation and psychosocial functioning and the moderating role of child’s age, family socioeconomic status, and school physical environment. The results showed that autistic children’s school participation was negatively associated with psychosocial problems. However, no moderating effect of child’s age, parental education, or school physical environment was found. This study was among the first to provide empirical evidence on the contributing role of school participation in psychosocial development of autistic pupils. Despite its limitations, it serves as a preliminary investigation into the relationship, and it provides methodological recommendations for future research to yield more accurate findings.Show less
