IPads Enhance Social Interaction Skills among Hearing-Impaired Children of Low Income Families in Saudi Arabia

Raja Omar Bahatheg

doi:10.5539/ies.v8n12p167

Abstract

This research tries to investigate the technical contribution on improving the social interaction of hearing-impaired children from low income families in Saudi Arabia. It compares the social interaction skills of hearing-impaired children who do and do not have access to IPads. To achieve the goals of the study; seventeen children aged five-years-old were given access for the first time to iPads to enhance their social skills.The researcher downloaded 10 educational games on to the iPads and gave each family one iPad whom their child was required to play with the iPad for three hours daily. The researcher used the Child’s Social Interaction Scale CSIS as a pre- or post-application measurement to assess the hearing-impaired children’s social interaction skills.Results of the study showed that hearing-impaired children can make all behaviours that are essential to successful social interaction. Also, these children become more sociable, saying thank you, apologising to others, following rules and waiting for a turn. In light of the results, the researcher recommended commercial companies who create games for children to pay attention to hearing-impaired children and develop techniques to help them play with these games in order to develop their interaction social skills alongside normally hearing children.

Highlights

The primary process of children’s communication is through communicating with others, their parents
This research tries to investigate the technical contribution on improving the social interaction of hearing-impaired children from low income families in Saudi Arabia
In light of the results, the researcher recommended commercial companies who create games for children to pay attention to hearing-impaired children and develop techniques to help them play with these games in order to develop their interaction social skills alongside normally hearing children

Summary

Introduction

The primary process of children’s communication is through communicating with others, their parents. Limited research has been conducted about social interaction skills of hearing-impaired children with their peers. The American Speech-Language Hearing Association (ASLHA) stated that hearing-impaired children feel socially isolated, especially when they have a small opportunity to mingle with other hearing–impaired children. ASLHA stated that children experiencing hearing loss or decreased auditory processing tend to be under-identified and lack support, even though it is recognised that hearing plays a crucial role in their social and learning development. Kaufman (1975) argued that many hearing-impaired children attend their local public schools and integrate with normal children. They have examined the extent that these children interact with their normally hearing peers and are accepted by them. These researchers have found that interaction between hearing-impaired children and their normally hearing peers is minimal; often (but not always) they are less accepted than their normally hearing classmates

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