Social Competence, Sense of Loneliness, and Speech Intelligibility of Young Children with Hearing Loss in Individual Inclusion and Group Inclusion

Autor/inn/en	Most, Tova; Ingber, Sara; Heled-Ariam, Einat
Titel	Social Competence, Sense of Loneliness, and Speech Intelligibility of Young Children with Hearing Loss in Individual Inclusion and Group Inclusion
Quelle	In: Journal of Deaf Studies and Deaf Education, 17 (2012) 2, S.259-272 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enr049
Schlagwörter	Preschool Children; Interpersonal Competence; Psychological Patterns; Hearing Impairments; Inclusion; Speech; Mutual Intelligibility; Preschool Teachers; Questionnaires; Comparative Analysis + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Hearing impairment; Hörbehinderung; Inklusion; Speaking; Sprechen; Erzieher; Erzieherin; Kindergärtnerin; Fragebogen
Abstract	The study focused on social competence (SC) and perceived sense of loneliness of preschool children with hearing loss (HL) in group inclusion (GI, a small group of children with HL is integrated in a standard classroom) and individual inclusion (II, each child with HL is individually integrated into a standard classroom). The relations between these factors and the child's speech intelligibility were performed. Sixty-four children aged 4-7 years participated: 22 from an II and 42 from a GI. SC, perceived sense of loneliness, and speech intelligibility were evaluated through the use of questionnaires completed by the preschool teachers. The results showed that the SC of children in II was higher than the SC of the children in GI, while interacting with normal hearing (NH) children. In GI, the children's SC with other children with HL was higher compared with their SC with NH children. In both groups, there were relationships between speech intelligibility and SC with NH children. In addition, in the II setting, there were relationships between the speech intelligibility and the perceived sense of loneliness. These relationships were not found in the GI setting. The findings support the need for coenrollment of preschool children with HL and emphasize the crucial impact of speech intelligibility of children with HL on the success of their social enrollment with NH children, already at a young age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10