Attitudes of Children with Hearing Loss towards Public Inclusive Education

Rosa, Olga María Alegre de la; Angulo, Luis Miguel Villar

doi:10.3390/educsci9030244

Cited by 7 publications

(5 citation statements)

References 45 publications

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“…Children and adolescents with hearing loss as well as their parents and teachers believe that in a successful inclusion of learners with hearing impairments, it is important to consider some factors that are: child-related, family involvement and use of technology (for example, use of hearing assistive devices for auditory stimulation), focusing on inclusion and specifically school and educational factors (teacher training and preparedness, school settings, instructional strategies and classroom management for student engagement). The significance of other factors such as communicating with specialists (specially getting information from medical professionals about cochlear implants and using assistive technologies) and the assessment of support technology, which relates to the assessment of resources such as visual supports, digital boards, and representations with images (Rosa & Angulo 2019;Collair 2001;Eriks-Brophy et al 2006) is highlighted too. One of the goals in inclusive education is to facilitate academic and social success for students with hearing loss.…”

Section: Introductionmentioning

confidence: 99%

Resilience intervention to Strengthen Self-Regulation in adolescent students with hearing loss

Adibsereshki

Hatamizadeh

Sajedi

et al. 2021

EJMH

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Background: The importance of strong self-regulation (SR) abilities for academic and social success is known, yet relatively few studies examine students’ SR and how it can be promoted especially in adolescents with special needs, such as those students with hearing loss. The purpose of this study was to determine whether a resilience intervention program enhances SR in adolescents with hearing loss. Methods: This study was experimental with a pre-test, post-test, follow up and control group design. Participants included 122 students with hearing loss in mainstream settings randomly assigned to intervention and control groups (61 students in each group). The interventional group had training for six weeks (two times per week for 75 min). The Adolescent Self-Regulatory Inventory was used to measure the self-regulation of students. Results: The results indicated a significant difference between the control and interventional groups in SR, short SR, and Long SR after the intervention, at both the 6-week and 14-week measurements (p < 0.001). Conclusion: This study’s findings indicate that implementing resilience intervention programs can promote the self-regulation skills in adolescent students with hearing loss.

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Section: Introductionmentioning

confidence: 99%

Resilience intervention to Strengthen Self-Regulation in adolescent students with hearing loss

Adibsereshki

Hatamizadeh

Sajedi

et al. 2021

EJMH

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“…The children were shown standard models of interaction between people in various situations and had to repeat them to consolidate the material while acting out the scenario with each other [ 9 ]. The third type of session aimed to teach children to build a dialogue with each other by expressing their emotions and requests with the simulation of certain situations [ 24 ]. During these sessions, the respondents were divided into pairs.…”

Section: Methodsmentioning

confidence: 99%

Cognitive Therapy for Children with Intellectual Disabilities: A New Look at Social Adaptation Skills and Interpersonal Relationships

Kulnazarova

Namazbaeva

Butabayeva

et al. 2023

Occupational Therapy International

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The purpose of the study is to consider the factors influencing the development of the culture of interpersonal relationships and the effectiveness of the influence of cognitive therapy on improving social adaptation skills. The method of cognitive therapy included several types of activities. The first type of activities included group sessions, during which the weaknesses of the interaction and their correction were identified. The second type was conducted in the format of teaching standard models of interaction between people. The third type of activity aimed to teach children to build a dialogue with each other and express their desires and emotions. Classes were held 3 times a week throughout the year. The study was attended by pupils of 5-7 grades of Zhanuya boarding school and special correctional boarding school No. 7 for children with intellectual disabilities. The results of a randomized study demonstrated an increase in the indicators of teamwork skills, self-control, emotional stability, and independent decision-making. The indicators of cheerfulness, openness, sociability, and logical thinking also improved. But the factor of antisocial behavior decreased. All of these indicators directly affect socialization. This strategy can be applied in practice in various specialized boarding schools and schools for children with intellectual disabilities.

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“…The lack of clear educational policies within schools negatively impacts the academic achievement of students with cochlear implants. According to Alegre de la Rosa and Villar Angulo, [49] policies related to the educational placement of children with cochlear implants in mainstream schools are unclear. Some studies have addressed the importance of implementing educational policies and providing qualified educational programs to train teachers dealing with students who have cochlear implants in the classroom.…”

Section: Policy and Environment Levelmentioning

confidence: 99%

“…Some studies have addressed the importance of implementing educational policies and providing qualified educational programs to train teachers dealing with students who have cochlear implants in the classroom. [49,50] Davenport and Alber-Morgan [50] asserted that even though "cochlear implant technology is advancing rapidly, there is still a lack of capacity at the school level in meeting the needs of children using these devices." (p. 42) Therefore, having clear educational policies is important to support children with cochlear implants in enhancing their language and promoting communication, social skills, and emotional and educational performance within the school environment.…”

Section: Policy and Environment Levelmentioning

confidence: 99%

Factors influencing rehabilitation and education in children who have cochlear implants: An integrative review

Bivarchi

Johnson²,

Sulaiteen³

et al. 2023

IJH

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Background: Several factors might impact the development of auditory, speech, and communication skills as well as academic performance in children with cochlear implants. These factors are important for these children’s transition to mainstream education. A lack of understanding among school staff about cochlear implant technology and these children’s special needs affects their school performance. Therefore, educational services need to include specialized sessions for nurses and teachers to meet the educational and special needs of these children.Aim: To explore the factors influencing the rehabilitation and education of children who have cochlear implants and highlight empirical evidence that will guide the development of educational sessions for school nurses and teachers who encounter these students.Methods: Whittemore and Knafl’s framework for integrative review guided this work. An electronic search was conducted using the Cumulative Index to Nursing and Allied Health Literature, MEDLINE, and Academic Search Complete databases. Data was extracted and organized into the individual, interpersonal and organizational, and policy and environmental levels of the Socio-Ecological Model.Results: The individual-level factors are age at implantation, abnormal inner ear morphology, presence of additional disabilities, and hours of daily device use. The interpersonal and organizational factors include lower socioeconomic status, support within the family, and lack of experts at mainstream schools. The policy and environmental level factors are a failure in implementing hearing screening programs, lack of community awareness, and lack of clear education policies within the schools.Conclusions: Children face challenges at schools due to a lack of experts who are familiar with the needs of children with cochlear implants. To realize the children’s needs and provide proper educational support by school staff, teaching and training sessions need to be.

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Attitudes of Children with Hearing Loss towards Public Inclusive Education

Cited by 7 publications

References 45 publications

Resilience intervention to Strengthen Self-Regulation in adolescent students with hearing loss

Resilience intervention to Strengthen Self-Regulation in adolescent students with hearing loss

Cognitive Therapy for Children with Intellectual Disabilities: A New Look at Social Adaptation Skills and Interpersonal Relationships

Factors influencing rehabilitation and education in children who have cochlear implants: An integrative review

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