"What’s that you say?"
Does language development get in the way?
Antia, S. (1985). Social integration of hearing-impaired
children: Fact or fiction? Volta Review, Oct/Nov.
Antia, S., Kreimeyer, K., and Eldredge, N. (1994). Promoting
social interaction between young children
with hearing impairments and their peers. Exceptional Children, 60, 262-275.
Esposito, B. and Koorland, M. (1989). Play behavior of
hearing-impaired children: Integrated and
Segregated settings. Exceptional Children, 55, 412-419.
Lederberg, A., Ryan, H., and Robbins, B. (1986). Peer
interaction in young deaf children:The effect of
partner hearing status and familiarity. Developmental Psychology, 22, 691-700.
Summary of findings:
Play can involve verbal or nonverbal communication, and for many young
hearing-impaired children, their nonverbal skills can at times successfully
work in play interactions with peers, both hearing and hearing impaired.
As their linguistic skills develop, they will be able to interact with
greater and greater proficiency with all children. If hearing children
are motivated to play with hearing impaired children, perhaps through reinforcement
by the teacher or parent, interaction will go forward despite communication
difficulties. Children who recognize behaviors to initiate play and maintain
play may be ‘ahead of the game’ as they recognize opportunities for interaction
and know how to keep them going. And, it appears, each opportunity for
interaction offers a chance to practice social skills. Toys that promote
opportunities for interaction between peers, regardless of language proficiency,
may aid the less linguistically proficient child to socialize (See question
#6 and 7).
Cooperative crafts, games, and social toys (balls, Playdoh, for example)
may open doors to interaction. It may be beneficial in social and imaginative
play for the teacher to establish the roles and theme for the play situation
so that the hearing impaired child can participate fully. The research
appears to acknowledge that communication does change the interactions
of hearing and hearing impaired peers, however they can be successful,
especially if the hearing child is motivated to do so.
Odom, S., McConnell, S., and McEvoy, M. (1992). Social Competence of
Children with Disabilites. Paul Brooks Publishing Co. Baltimore, Maryland.
[Return to Main Page]