Social Processes and Outcomes of In-School Contact Between Deaf and Hearing Peers
Datos Bibliográficos
| ID | 16768656 |
|---|---|
| Autores | Thomas N Kluwin (Gallaudet University, autor de correspondencia) |
| Año | 2002 |
| Volumen | 7 |
| Número | 3 |
| Páginas | 200-213 |
| Fecha de publicación | 2002-06-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Identificadores de la revista | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Editorial | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/deafed/7.3.200 |
| PMID | 15451873 |
| OpenAlex | W2123973622 |
| Idioma | EN |
| Citas recibidas | 22 |
| Referencias citadas | 5 |
Studies of social processes and outcomes of the placement of deaf students with hearing peers cannot be easily summarized, but can be grouped into a least four major categories of focus: social skills, interaction and participation, sociometric status and acceptance, and affective functioning. We review 33 studies available since 1980 in which a mainstreamed or included deaf sample was compared to another group. Studies indicated (1) that hearing students were more socially mature than deaf students in public schools, (2) that deaf students interacted with deaf classmates more than hearing ones, (3) that deaf students were somewhat accepted by their hearing classmates, and (4) that self-esteem was not related to extent of mainstreaming. There was a tendency for studies to use observational methods with very young children, teacher evaluations with middle school children, and questionnaires with older children. Three major areas of methodology limit general conclusions: samples, measurements of variables, and experimental manipulations. The reviewed studies provide a basis for understanding the social processes and outcomes in these placement situations; however, it is not possible to make broad generalizations about effects of placement.
Audiology · Developmental psychology · Hearing loss · Mainstreaming · Mathematics education · Observational study · Social skills · Special education · Hearing Impairment and Communication · Inclusion and Disability in Education and Sport · Language, Discourse, Communication Strategies · Psychology
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| Obras citantes distintas | 22 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2004 - 2022 (19) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 19 |