SOCIAL-DEVELOPMENT OF CHILDREN WITH HEARING IMPAIRMENTS WHO ARE INTEGRATED INTO GENERAL-EDUCATION CLASSROOMS

The impact of hearing losses on children's psychosocial development ha s not been well examined despite evidence that these children may be p sychosocially at risk. In addition, little information is available ab out the psychosocial development of hearing-impaired children who are taught oral communication and integrated into general education classr ooms. The psychosocial functioning of 23 hearing-impaired children mat ched on sen and grade with class peers was evaluated using sociometric assessments and self-report measures of social anxiety, knowledge, an d self-competence. The results indicate that children with hearing imp airments are more likely to be rejected by their peers than are normal ly hearing children. Age was the best predictor of rejection, with you nger children experiencing lower social acceptance as compared to olde r children. The results suggest a need for early social skills interve ntion to enhance friendships at earlier ages.