Volume 6 -
MEJDS (2016) 6: 124 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
HosseinKhanzadeh A, Yahyazadeh A, Seyyed Noory S Z. A Comparative Study of the Socially Problematic Conditions in Blind and Deaf Students with Normal Students. MEJDS 2016; 6 :124-129
URL: http://jdisabilstud.org/article-1-453-en.html
URL: http://jdisabilstud.org/article-1-453-en.html
1- University of Guilan
2- Rasht Branch, Islamic Azad University
2- Rasht Branch, Islamic Azad University
Abstract: (13344 Views)
Objective: The purpose of the present study was to compare the socially problematic conditions in blind and deaf students on the one hand with normal students on the other hand.
Methods: This research is a causal-comparative study. The population consisted of all students with learning disability in 2013-2014 school year. A sample of 100 students was selected through random cluster sampling. Also 100 normal students were selected after they were matched with their peers in the other group for age and intelligence as the comparison group. To collect data, Taxonomy of Problematic Social Situations for Children (Dodge, 1990) was used as research tool. Multivariate analysis of variance and univariate analysis of variance were used to analyze the data.
Results: Statistically significant differences were found between the groups under investigation, namely, normal students on one hand and deaf and blind students on the other hand, with respect to components of the problematic social situations scale (p<0.001). The differences between the average response of students in the groups under investigation were statistically significant in the following components: peer group entry, response to stimulation, response to failure, and social expectations (p<0.001), teacher expectations (p<0.01) and response to the success (p<0.05). Children with visual impairment had the biggest problems in response to stimulation scale in comparison among others. Finally, the average differences between the children with visual impairment and normal ones and between visual and hearing impaired children were significant. (p<0.001).
Conclusion: It was found that children with visual and hearing impairment have problems in the components of entering the peer group, response to stimulation, response to the failure, response to success, social expectations, and teacher expectations. So, it is suggested that interventional and effective plans should be formulated to deal with the problem.
Methods: This research is a causal-comparative study. The population consisted of all students with learning disability in 2013-2014 school year. A sample of 100 students was selected through random cluster sampling. Also 100 normal students were selected after they were matched with their peers in the other group for age and intelligence as the comparison group. To collect data, Taxonomy of Problematic Social Situations for Children (Dodge, 1990) was used as research tool. Multivariate analysis of variance and univariate analysis of variance were used to analyze the data.
Results: Statistically significant differences were found between the groups under investigation, namely, normal students on one hand and deaf and blind students on the other hand, with respect to components of the problematic social situations scale (p<0.001). The differences between the average response of students in the groups under investigation were statistically significant in the following components: peer group entry, response to stimulation, response to failure, and social expectations (p<0.001), teacher expectations (p<0.01) and response to the success (p<0.05). Children with visual impairment had the biggest problems in response to stimulation scale in comparison among others. Finally, the average differences between the children with visual impairment and normal ones and between visual and hearing impaired children were significant. (p<0.001).
Conclusion: It was found that children with visual and hearing impairment have problems in the components of entering the peer group, response to stimulation, response to the failure, response to success, social expectations, and teacher expectations. So, it is suggested that interventional and effective plans should be formulated to deal with the problem.
Type of Study: Original Research Article |
Subject:
Rehabilitation
References
1. Farajullahi M, Sarmadi MR, Taghdiri Nooshabadi A. Academic achievement and behavioral difficulties in male students. Research on Exceptional Children. 2009;9(3): 273-81. [Persian]
2. Hossein Khanzadeh AA. Psychology and education of children and adolescents with special needs. Second edition. Tehran: Avaye Noor; 2014, pp: 237-264. [Persian]
3. Sullivan P, Knutson JF. Maltretment and disabilities: A population- based epidemiological study. Child Abuse Negl. 2000; 24(10): 1257-1273. [DOI:10.1016/S0145-2134(00)00190-3]
4. Du Feu M, Fergusson K. Sensory impairment and mental health. Adv Psychiatr Treat. 2003; 9: 95-103. [DOI:10.1192/apt.9.2.95]
5. Asghari M. Barriers to employment of persons with visual impairment and guidelines. Special Education. 2009; 9(98-99): 45-52. [Persian]
6. Konstantinos P, Katerina M, Ioannis A. Adaptive behavior of children and adolescents with visual impairments. Res Dev Disabil. 2011; 32 (3): 1086-1096. [DOI:10.1016/j.ridd.2011.01.021]
7. Milanifar B. Exceptional Children and Adolescents. 21th edition. Tehran: Ghomes; 2010, pp: 281-296. [Persian]
8. Greshman F, Elliott S. The social skills rating system. Criclepines MN: American Guidance services; 1999.
9. Powless D, Elliot S. Assessment of social skills. J sch psychol. 2001; (28): 29-33.
10. Behpajooh A, Khanjani M, Heidari M, Shokoohiyekta M. Investigate the effectiveness of social skills training on self-esteem of visually impaired male Students. J Health Psychol. 2008; 1(3): 29-37. [Persian]
11. Meadow-Orlans KP, Mertens DM, Sass-Lehrer MA. Parents and Their Deaf Children. The Early Years. Washington, DC: Gallaudet University Press; 2003, pp: 1-12.
12. Mahmoodi A. Comparison of social skills and self-esteem of deaf and blind students scholarship tips in Karaj city. Journal of Exceptional Education. 2013; 4(117): 20-28. [Persian]
13. Bieber A, Schut F. The use of drama to help visually impaired adolescents acquire social skills. J Vis Impair Blind. 1991; 8 (85): 340-357.
14. Rosenblum LP. Perception of the impact of visual impairment on the lives of adolescents. J vis Impair Blind. 2000; 7(94): 434-447. [DOI:10.1177/0145482X0009400703]
15. Aro KL, Bundy KA. Social skills training for young adolescents. New York: Dover; 2007, pp: 233-242.
16. Andersson G, Olsson E, Rydell AM, Larsen HC. Social competence and behavioral problems in children with hearing impairment. Audiology. 2000; 2(39): 88-92. [DOI:10.3109/00206090009073058]
17. Nora GS, Sandra LN. Self-esteem and empathy in sighted and visually impaired preadolescents. J vis impair blind. 2005; 99 (5): 276-286. [DOI:10.1177/0145482X0509900503]
18. Attari YA, Shahni Yelaghi M, Koochaki AM, Bashlide K. Effect of social skills training in personal-social adjustment of juvenile offenders. Journal of Education and Psychology, University of Ahvaz. 2005; 2(3): 25-46. [Persian]
19. Morris S. Promoting social skills among students with nonverbal learning disabilities. Teaching Exceptional Children. 2002; 34 (3): 66-70. [DOI:10.1177/004005990203400309]
20. Biabangard E. Comparison of social skill Students are blind, deaf and normal. Research on Exceptional Children. 2005; 1(15): 1-14. [Persian]
21. Shahim S. Social skills in a group of blind students in terms teachers. Journal of Psychology and Education. 2002; 1(32): 121-139. [Persian]
22. McGaha CG, Farran DC. Interactions in an inclusive Classroom: effects of visual status and setting. J Vis Impair Blind. 2001; 95(2): 80-94. [DOI:10.1177/0145482X0109500203]
23. Richardson TM, Foster SL. Teacher measures for assessing children social skills. Association for Child Psychology and Psychiatry Review and Newsletter. 1994; 16(4): 198-205.
24. Nangle DW, Ellis JT, Hansen DJ. Clinical utility of the taxonomy of problematic social situations for children (Tops): Temporal stability and convergence with peer measures. Educ Treat Children. 1994; 1(17): 129-138.
25. Dodge KA, Mcclaskey CL, Feldman E. Situational approach to the assessment of social competence in children. J Consult Clin Psychol. 1985; 3(53): 344-353. [DOI:10.1037/0022-006X.53.3.344]
26. Nozari GH. Comparison of social maturity blind and deaf fifth-grade boys in Tehran [Master Thesis]. Tehran: University of Allame Tabatabai; 1995. [Persian]
27. Matson JL. Social Behavior and Skills in Children. New York: Dordrecht Heidelberg London; 2009, pp: 1-21. [DOI:10.1007/978-1-4419-0234-4]
28. Mostalami F, Hosseinian S, Yazdi M. The effects of social skills training to increase confidence Blind girls in Tehran. Research on Exceptional Children. 2006; 4(18): 437-450. [Persian]
29. Hossein Khanzadeh AA. Analytical study of mistreatment and abuse of children and adolescents with impaired hearing. J Spec Educ. 2010; 104: 38-46.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
