Self-Perceptions of Social Relationships in Hearing-Impaired Adolescents

A social activity scale was administered to 220 mainstreamed hearing-impaired adolescents. In general, students reported participating in school activities more frequently with hearing-impaired than with hearing peers, but this was qualified by the extent that the students were mainstreamed. Ratings...

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Bibliographic Details
Published in:Journal of educational psychology 1996-03, Vol.88 (1), p.132-143
Main Authors: Stinson, Michael S, Whitmire, Kathleen, Kluwin, Thomas N
Format: Article
Language:English
Subjects:
Biological and medical sciences
Child psychology
Deafness
Emotional Security
Fundamental and applied biological sciences. Psychology
Handicap
Hearing Loss
High School Students
Human
Mainstreaming (Educational)
Peer Relations
Personal relationships
Psychology and medicine
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Self-Perception
Social Perception
Social Skills
Students
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Summary:A social activity scale was administered to 220 mainstreamed hearing-impaired adolescents. In general, students reported participating in school activities more frequently with hearing-impaired than with hearing peers, but this was qualified by the extent that the students were mainstreamed. Ratings of participation with hearing-impaired peers decreased for the students who were mainstreamed for more classes. Students indicated that they were more emotionally secure with hearing-impaired peers, and there was no increase in emotional security with hearing peers with more mainstreaming. Responses of students who were mainstreamed for more classes suggested that they realized they had less interaction with hearing-impaired peers even though this was the group with whom they were most comfortable. Although these students were surrounded with hearing peers, this contact did not appear to promote identification and relational bonds with them. When there is opportunity for participation, the quality of the relationships is not necessarily positive.
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.88.1.132