Deaf children's social relationships in mainstream schools

Abstract

Arguments supporting the integration of deaf pupils in mainstream schools are often based on possible cognitive gains, but it has been suggested that integration should also be assessed in terms of its social consequences for pupils. If deaf pupils are rejected or feel isolated in mainstream schools, their education may ultimately suffer. We investigated the social adaptation of nine deaf pupils in two mainstream schools using three methods: peer ratings, sociometric status and interviews. The average peer ratings received by deaf pupils were not significantly different from those of hearing pupils. Thus these deaf pupils were not more disliked by their peers. However, they were significantly more likely to be neglected by their peers and less likely to have a friend in the classroom. Hearing pupils who were friends of deaf pupils described their friendship as involving pro-social functions whereas many who had no deaf friends found communication an obstacle to friendship. We conclude that, although deaf pupils are not rejected in mainstream schools, they may feel isolated. It is possible that schools can have a proactive role in helping hearing pupils learn how to overcome communication barriers and develop more positive attitudes towards deaf pupils.