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How’s school going?: Psychosocial health and peer relations in school for children who are deaf or hard of hearing
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0002-0369-3354
Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Disability Research Division. (HEAD)ORCID iD: 0000-0002-2379-9201
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-3215-7411
Department of Special Needs Education, University of Oslo.
2024 (English)In: 7th International Conference on Cognitive Hearing Science for Communication, 2024Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

The Education Act in both Sweden and Norway stipulates that schools must enable all pupils to develop the knowledge, skills and attitudes that form the basis for continued learning and active participation in working life and society (Opplæringslova, 1998; SFS 2010:800, 2010). 

In a report of Scandinavian research published between 2008–2017, Kermit (2018) concludes that children and adolescents with HL perform below peers in school, and that they often struggle with social relationships in kindergarten and school, thus running a higher risk of psychosocial problems compared to peers with typical hearing. It has been found that children and adolescents with HL are not involved in making decisions about their learning environment, including special needs education support.

We conducted a pilot study using the Strength and Difficulties Questionnaire (SDQ), investigating how psychosocial health in children who are deaf/hard-of-hearing (D/HH) in Norway, was related to peer relationships and educational support as reported by their guardians.

As a follow up to the surveys, we will conduct focus group interviews with teachers of children who D/HH to investigate their experiences of the educational support for, and psychosocial health of, these children.

Preliminary results from the surveys showed that guardians reported significantly higher SDQ scores (M= 10.5) than the normative data (M= 5.8). Descriptive data for our sample showed that children in compulsory integrated school scored higher on both internal (emotional, hyperactivity) (M=6.20) and external (peer problems, conduct) (M=5.12) scales than children attending school for hard-of-hearing (Internal M= 3.83, External M= 3.67). 

Additional statistical analysis will be presented and discussed within Bronfenbrenner’s Socio-Ecological Framework as a sensitizing concept. Further implications and future research will be discussed.

Place, publisher, year, edition, pages
2024.
Keywords [en]
special need education, hearing loss, education, disability research, psychosocial health, special needs support
National Category
Pedagogy Learning Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:liu:diva-206801OAI: oai:DiVA.org:liu-206801DiVA, id: diva2:1891428
Conference
7th International Conference on Cognitive Hearing Science for Communication, June 9-12, 2024
Projects
How's school going?
Note

This is a collaborative project between Linköping university, division of Education, Teaching and Learning, and the University of Oslo, Department of Special Needs Education.

Available from: 2024-08-22 Created: 2024-08-22 Last updated: 2024-09-19Bibliographically approved

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Stenbäck, VictoriaMarsja, ErikLindqvist, Henrik

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