Skip to main content
SpringerLink
Log in

Risk and Resilience for Social Competence: Deaf Students in General Education Classrooms

  • Chapter
  • First Online:
Resilience in Deaf Children

Abstract

Increasing numbers of deaf students receive most of their education in general education classrooms. These students may not have easy access to peers and adults with whom they can communicate; consequently professionals have expressed fears that these students will be socially isolated and lack opportunities to develop the social competence necessary for success. We briefly review the available literature on social competence of deaf students in general education classrooms, paying particular attention to student-related, school-related, and family-related factors that influence risk and resiliency. Student-related risk factors include the presence of a hearing loss (however mild) and lack of social maturity due to age; resilience factors include an outgoing personality, good communication skills, and the ability to self-advocate. School-related risk factors include school transitions (e.g., from elementary to middle school); resilience factors include opportunities to work collaboratively and become familiar with hearing peers; access to extra-curricular activities; and stable, continuing services from teachers of the deaf. Family-related risk factors include lack of resources; resilience factors include parental communication with school personnel and social coaching by parents. Case studies of three deaf students are provided to illustrate the effects of risk and resilience factors. Although there continue to be gaps in our knowledge of the social competence of deaf students in general education classrooms, the current literature indicates that these students are not necessarily lonely or isolated. However, additional research on how to minimize risk and increase resilience is needed.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Achenbach, T. M. (1991). Manual for the child behavior checklist. Burlington, Vermont: University of Vermont Press.

    Google Scholar 

  • Andersson, E. O., Rydell, A., & Larsen, H. C. (2000). Social competence and behavioral problems in children with hearing impairment. Audiology, 39, 88–92.

    Article  Google Scholar 

  • Antia, S. D. (1982). Social interaction of partially mainstreamed hearing-impaired children. American Annals of the Deaf, 127, 18–25.

    PubMed  Google Scholar 

  • Antia, S. D. (2009). Social skills of hard-of-hearing and deaf students in general education classrooms: Longitudinal data. Paper presented at the Society for Research on Child Development Preconference: Research on children with mild to severe hearing loss.

    Google Scholar 

  • Antia, S. D., & Dittillo, D. A. (1998). A comparison of the peer social behavior of children who are deaf/hard of hearing and hearing. Journal of Children’s Communication Development, 19, 1–10.

    Google Scholar 

  • Antia, S. D., Jones, P. B., Reed, S., & Kreimeyer, K. H. (2009). Academic status and progress of deaf and hard-of-hearing students in general education classrooms. Journal of Deaf Studies and Deaf Education, 14, 293–311.

    Article  PubMed  Google Scholar 

  • Antia, S. D., Jones, P., Reed, S., Kreimeyer, K. H., Luckner, J., & Johnson, C. (2008). Longitudinal study of Deaf and Hard of Hearing students attending general education classrooms in public schools. Final report submitted to Office of Special Education Programs for grant H324C010142, University of Arizona.

    Google Scholar 

  • Antia, S. D., & Kreimeyer, K. H. (1992). Social competence intervention for young children with hearing impairments. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities (pp. 135–164). Baltimore: Paul H. Brookes.

    Google Scholar 

  • Antia, S. D., & Kreimeyer, K. H. (1996). Social interaction and acceptance of D/HH children and their peers. The Volta Review, 98, 157–180.

    Google Scholar 

  • Antia, S. D., & Kreimeyer, K. H. (2001). The role of interpreters in inclusive classrooms. American Annals of the Deaf, 146, 355–365.

    PubMed  Google Scholar 

  • Antia, S. D., & Kreimeyer, K. H. (2003). Peer interactions of deaf and hard-of- hearing children. In M. Marschark & P. Spencer (Eds.), Handbook of deaf studies and deaf education (pp. 164–176). Oxford, UK: Oxford University Press.

    Google Scholar 

  • Antia, S. D., Sabers, D., & Stinson, M. S. (2007). Validity and reliability of the classroom participation questionnaire with deaf and hard of hearing students in public schools. Journal of Deaf Studies and Deaf Education, 12, 158–171.

    Article  PubMed  Google Scholar 

  • Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard of hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7, 214–229.

    Article  PubMed  Google Scholar 

  • Arnold, D., & Tremblay, A. (1979). Interaction of deaf and hearing preschool children. Journal of Communication Disorders, 12, 245–251.

    Article  PubMed  Google Scholar 

  • Bat-Chava, Y., & Deignan, E. (2001). Peer relationships of children with cochlear implants. Journal of Deaf Studies and Deaf Education, 6, 186–199.

    Article  PubMed  Google Scholar 

  • Battle, J., Dickens-Wright, L. L., & Murphy, S. C. (1998). How to empower adolescents: Guidelines for effective self-advocacy. Teaching Exceptional Children, 30(3), 28–33.

    Google Scholar 

  • Bess, F. H., Dodd-Murphy, J., & Parker, R. A. (1998). Children with minimal sensorineural hearing loss: Prevalence, educational performance, and functional status. Ear and Hearing, 19, 339–354.

    Article  PubMed  Google Scholar 

  • Bierman, K. L. (2004). Peer rejection: Developmental processes and intervention strategies. New York: The Guilford.

    Google Scholar 

  • Bodner-Johnson, B. (1986). The family environment and achievement of deaf students: A discriminant analysis. Exceptional Children, 52, 443–449.

    PubMed  Google Scholar 

  • Bowen, S. (2008). Coenrollment for students who are deaf or hard of hearing: Friendship patterns and social interactions. American Annals of the Deaf, 153, 285–293.

    Article  PubMed  Google Scholar 

  • Brooks, R. B. (1999). Fostering resilience in exceptional children: The search for islands of competence. In V. L. Schwean & D. H. Saklofske (Eds.), Handbook of psychosocial characteristics of exceptional children (pp. 563–586). New York: Kluwer Academic/Plenum.

    Google Scholar 

  • Calderon, R., & Greenberg, M. T. (2003). Social and emotional development of deaf children: Family, school and program effects. In M. Marschark & P. Spencer (Eds.), Oxford handbook of deaf studies, language, and education (pp. 177–189). New York: Oxford University Press.

    Google Scholar 

  • Cappelli, M., Daniels, T., Durieux-Smith, A., McGrath, P. J., & Neuss, D. (1995). Social development of children with hearing impairments who are integrated into general education classrooms. The Volta Review, 97, 197–208.

    Google Scholar 

  • Charlson, E. S., Bird, R. L., & Strong, M. (1999). Resilience and success among deaf high school students: Three case studies. American Annals of the Deaf, 144, 226–235.

    PubMed  Google Scholar 

  • Cicchetti, D., & Rogosch, F. A. (1997). The role of self organization in the promotion of resilience in maltreated children. Development and Psychopathology, 9, 799–817.

    Article  Google Scholar 

  • English, K. (1997). Self-advocacy for students who are deaf or hard of hearing. Austin, TX: Pro-ed.

    Google Scholar 

  • Fiedler, C. R., & Danneker, J. E. (2007). Self-advocacy instruction: Bridging the research-to-practice gap. Focus on Exceptional Children, 39(8), 1–20.

    Google Scholar 

  • Gallaudet Research Institute. (2006). Regional and national summary report of data from the 2006-2007 Annual Survey of Deaf and Hard of Hearing Children and Youth. Washington, DC: GRI Gallaudet University.

    Google Scholar 

  • Gilligan, R. (2000). Adversity, resilience and young people: The protective value of positive school and part-time experiences. Children and Society, 14, 37–47.

    Article  Google Scholar 

  • Greenberg, M. T., & Kusche, C. A. (1993). Promoting social and emotional development in deaf children: the PATHS project. Seattle: University of Washington Press.

    Google Scholar 

  • Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines: American Guidance Service.

    Google Scholar 

  • Karchmer, M., & Allen, T. (1999). The functional assessment of deaf and hard of hearing students. American Annals of the Deaf, 144, 68–77.

    PubMed  Google Scholar 

  • Kluwin, T. N. (1999). Coteaching deaf and hearing students: Research on social integration. American Annals of the Deaf, 144(4), 339–344.

    PubMed  Google Scholar 

  • Kluwin, T. N., & Gonsher, W. (1994). A single school study of social integration of children with and without hearing losses in a team taught kindergarten. ACEHI/ACEDA, 20, 71–86.

    Google Scholar 

  • Kluwin, T. N., Gonsher, W., Silver, K., & Samuels, J. (1996). Co-teaching: Education together. Teaching Exceptional Children, 29, 11–15.

    Google Scholar 

  • Kreimeyer, K. H., Crooke, P., Drye, C., Egbert, V., & Klein, B. (2000). Academic and social benefits of a coenrollment model of inclusive education for deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 5, 174–185.

    Article  PubMed  Google Scholar 

  • Lederberg, A. R. (1991). Social interaction among deaf preschoolers: The effects of language ability and age. American Annals of the Deaf, 136, 53–59.

    PubMed  Google Scholar 

  • Lederberg, A. R., Ryan, H. B., & Robbins, B. L. (1986). Peer interaction in young deaf children: The effect of partner hearing status and familiarity. Developmental Psychology, 22, 691–700.

    Article  Google Scholar 

  • Luckner, J., Antia, S. D., & Kreimeyer, K. H. (2009). Teacher and student perceptions of social skills and problem behaviors of students who are DHH in general education classrooms. Paper presented at the Association of College Educators-Deaf Hard of Hearing.

    Google Scholar 

  • Martin, D., & Bat-Chava, Y. (2003). Negotiating deaf-hearing friendships: Coping strategies of deaf boys and girls in mainstream schools. Child Care, Health and Development, 29, 511–521.

    Article  PubMed  Google Scholar 

  • Masten, A. S. (1994). Resilience in individual development. Successful adaptation despite risk and adversity. In M. C. Wang & E. W. Gordon (Eds.), Educational resilience in inner city America: Challenges and prospects (pp. 3–26). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • McCain, K., & Antia, S. D. (2005). Academic and social status of hearing, deaf, and hard-of-hearing students participating in a co-enrolled classroom. Communication Disorders Quarterly, 27, 20–32.

    Article  Google Scholar 

  • McCauley, R. W., Bruininks, R. H., & Kennedy, P. (1976). Behavioral interactions of hearing impaired children in regular classrooms. Journal of Special Education, 10, 277–284.

    Article  Google Scholar 

  • Meadow, K. (1980). Early manual communication in relation to the deaf child’s intellectual, social, and communicative functioning. American Annals of the Deaf, 113, 29–41.

    Google Scholar 

  • Mejstad, L., Heiling, K., & Svedin, C. G. (2008/2009). Mental health ad self-image among deaf and hard of hearing children. American Annals of the Deaf, 153, 504–515.

    Article  Google Scholar 

  • Minnett, A., Clark, K., & Wilson, G. (1994). Play behavior and communication between deaf and hard of hearing children and their hearing peers in an integrated preschool. American Annals of the Deaf, 139, 420–429.

    PubMed  Google Scholar 

  • Most, T. (2004). The effects of degree and type of hearing loss on children’s performance in class. Deafness and Education International, 6, 154–166.

    Google Scholar 

  • Most, T. (2006). Assessment of school functioning among Israeli Arab children with hearing loss in the primary grades. American Annals of the Deaf, 151, 327–335.

    Article  PubMed  Google Scholar 

  • Musselman, C., Mootilal, A., & MacKay, S. (1996). The social adjustment of deaf adolescents in segregated, partially integrated and mainstreamed settings. Journal of Deaf Studies and Deaf Education, 1, 52–63.

    PubMed  Google Scholar 

  • Nunes, T., & Pretzlik, U. (2001). Deaf children’s social relationships in mainstream schools. Deafness and Education International, 3, 123–136.

    Google Scholar 

  • Peng, S. S. (1994). Understanding resilient students: The use of national longitudinal databases. In M. C. Wang & E. W. Gordon (Eds.), Educational resilience in inner city America: Challenges and prospects (pp. 73–84). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Roberts, S. B., & Rickards, F. W. (1994). A survey of graduates of an Australian integrated auditory/oral preschool. Part II Academic achievement, utilization of support services, and friendship patterns. The Volta Review, 96, 207–236.

    Google Scholar 

  • Rodriguez, M. S., & Lana, E. T. (1996). Dyadic interactions between deaf children and their communication partners. American Annals of the Deaf, 141, 245–251.

    Google Scholar 

  • Rogers, S., Muir, K., & Everson, C. R. (2003). Signs of resilience: Assets that support deaf adults’ success in bridging the deaf and hearing worlds. American Annals of the Deaf, 148, 222–232.

    Article  PubMed  Google Scholar 

  • Rutter, M. B. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. S. Masten, D. Cicchetti, K. H. Neuchterein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology (pp. 181–214). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Rydell, A., Hagekull, B., & Bohlin, G. (1997). Measurement of two social competence aspects in middle childhood. Developmental Psychology, 33, 824–833.

    Article  PubMed  Google Scholar 

  • Sandler, I. (2001). Quality and ecology of adversity as common mechanisms of risk and resilience. American Journal of Community Psychology, 5, 19–57.

    Article  Google Scholar 

  • Schick, B., deVilliers, P., deVilliers, J., & Hoffmeister, R. (2007). Language and theory of mind: A study of deaf children. Child Development, 78, 376–396.

    Article  PubMed  Google Scholar 

  • Stewart, D. A., & Stinson, M. S. (1992). The role of sport and extracurricular activities in shaping socialization patterns. In T. Kluwin, D. F. Moores, & M. Gonter Gaustad (Eds.), Toward effective public school programs for deaf students (pp. 129–148). New York: Teachers College Press.

    Google Scholar 

  • Stinson, M. S., & Kluwin, T. N. (1996). Social orientations toward deaf and hearing peers among deaf adolescents in local public high schools. In P. C. Higgins & J. E. Nash (Eds.), Understanding deafness socially (pp. 113–134). Springfield: Charles C. Thomas.

    Google Scholar 

  • Stinson, M. S., & Kluwin, T. (2003). Educational consequences of alternative school placements. In M. Marschark (Ed.), Oxford handbook of deaf studies, language and education (pp. 52–64). New York: Oxford University Press.

    Google Scholar 

  • Stinson, M. S., & Whitmire, K. (1991). Self-perceptions of social relationships among hearing-impaired adolescents in England. Journal of the British Association Teachers of the Deaf, 15, 104–114.

    Google Scholar 

  • Stinson, M. S., & Whitmire, K. (1992). Students’ views of their social relationships. In T. N. Kluwin, D. F. Moores, & M. G. Gaustad (Eds.), Towards effective public school programs for deaf students: Context, process, and outcomes (pp. 149–174). New York: Teachers College Press.

    Google Scholar 

  • Stinson, M. S., Whitmire, K., & Kluwin, T. N. (1996). Self perceptions of social relationship in hearing-impaired adolescents. Journal of Educational Psychology, 88, 132–143.

    Article  Google Scholar 

  • Vandell, D. L., & George, L. (1981). Social interaction in hearing and deaf preschoolers: Successes and failures in initiations. Child Development, 52, 627–635.

    Article  PubMed  Google Scholar 

  • Wauters, L., & Knoors, H. (2008). Social integration of deaf children in inclusive settings. Journal of Deaf Studies and Deaf Education, 13, 21–36.

    Article  PubMed  Google Scholar 

  • Werner, E. (1993). Risk, resilience, and recovery: Perspectives from the Kauai longitudinal study. Development and Psychopathology, 5, 503–515.

    Article  Google Scholar 

  • Wolin, S., & Wolin, S. (1993). The resilient self: How survivors of troubled families rise above adversity. New York: Villard.

    Google Scholar 

  • Young, A., Green, L., & Rogers, K. (2008). Resilience and deaf children: A literature review. Deafness and Education International, 10, 40–54.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Disability and Psychoeducational Studies, University of Arizona – Tucson, Tucson, AZ, USA

    Shirin D. Antia

Authors
  1. Shirin D. Antia
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Susanne Reed
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Linda Shaw
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Missouri Institute of Mental Health, Arsenal 5400, St. Louis, 63139, Missouri, USA

    Debra H. Zand

  2. , Department of Psychiatry, Washington University School of Medicine, South Euclid Ave. 660, St. Louis, 63110, Missouri, USA

    Katherine J. Pierce

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Springer New York

About this chapter

Cite this chapter

Antia, S.D., Reed, S., Shaw, L. (2011). Risk and Resilience for Social Competence: Deaf Students in General Education Classrooms. In: Zand, D., Pierce, K. (eds) Resilience in Deaf Children. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7796-0_6

Download citation

Publish with us

Policies and ethics

Search

Navigation