Sociability of High School Students with Hearing Impairment


Previous studies related to the sociability of hearing-impaired children have pointed out that their sociability is less than that of hearing children. However, the actual status and details of the sociability of hearing-impaired children are not revealed. In addition, the relationship between the attributes and environmental factors of high school students with hearing impairment and their sociability has not been examined. It is guessed that information about the sociability of hearing-impaired children these days is necessary for future educational and social responses. The purpose of this study was to examine the status of sociability of high school students with hearing impairment. Social-Emotional Assessment Inventory for Deaf and Hearing-Impaired Students (Meadow,1983) was translated into Japanese and administered to 68 high school students with hearing impairment enrolled in a school for special needs education. This study examined the scores of three factors: social adjustment, self-image and emotional adjustment. Students in this study scored higher than in previous studies. Overall, there were no major issues regarding the development of sociability, but the differences between students with high scores and those with low scores indicated that their development of sociability varies greatly between individuals, and some students’ sociability may be delayed. As a result of this study, it is considered that main communication method most influence the development of their sociability. However, further consideration for other factors that may affect their development of sociability is needed.


Sociability, social adjustment, self-image, emotional adjustment, students with hearing impairment


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