Question Five:

"Let’s play!"

Which setting—integrated or segregated?





References:

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.

Antia, S. and Kreimeyer, K. (1996). Social interaction and acceptance of deaf or hard-of-hearing children
    and their peers: A comparison of social skills and familiarity-based interventions. Volta Review,
    98, 157-180.

Brackett, D. and Henniges, M. (1976). Communicative interaction of preschool hearing impaired children
    in an integrated setting. Volta Review, Oct/Nov, 276-285.

Summary of findings:

Insights:

Research in the area of social development appears to support the wealth of programs that offer hearing-impaired children the opportunity to be mainstreamed or included in regular education programs with hearing children. These integrated settings can be ‘fertile ground’ for socialization for school age children, as well as preschoolers that attend preschool programs with ‘normally developing peers’. Both groups of children would benefit from this integration. It is best, it appears, if children can be placed at times in schools within their own neighborhoods. The research appears to show that socialization occurs in the familiar neighborhood, a place where neighbors know each other and parents as well as kids feel comfortable. A childhood friend from the neighborhood that a child ‘has grown up with’ may be just the familiar person to help with acceptance and social development. Hearing impaired children and hearing children tend to be more comfortable with each other when they are familiar with each other. These familiar partnerships do not develop, however, just by being physically close to each other. Proximity is not enough—and in mainstreamed situations, as well as in some neighborhoods, parents and teachers may need to be facilitators.
 
 

Additional Resources:

Antia, S. (1994). Strategies to develop peer interaction in young hearing-impaired children. Volta Review,
    96, 27-29.

Antia, S., Kreimeyer, K., and Eldredge, N. (1993). Promoting social interaction between young children
    with hearing impairments and their peers. Exceptional Children, 60, 262-275.
 
 

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