Social-Emotional Perceptions of Deaf Students in Hail, Saudi Arabia

Maha Al-shammari¹, Asma Ashankyty¹, Najmah Al-Mowina¹, Nadia Al-Mutairy¹, Lulwah Al-shammari¹, Anfal al-qrnas¹ and Susan Amin^1,

¹College of Medicine, University of Hail, Po Box 2440, Hail 81451, Saudi Arabia

Cite this paper:
Maha Al-shammari, Asma Ashankyty, Najmah Al-Mowina, Nadia Al-Mutairy, Lulwah Al-shammari, Anfal al-qrnas and Susan Amin. Social-Emotional Perceptions of Deaf Students in Hail, Saudi Arabia. American Journal of Educational Research. 2014; 2(5):304-315. doi: 10.12691/education-2-5-11

Abstract

Background: To date, studies of deaf student's perceptions using a multidimensional self-report instrument to measure their overall social-emotional adjustment in private educational establishments in the western world are few, especially between the ages of 15-21. In terms of Saudi Arabia studies both cross-sectional and longitudinal are few on the social-emotional function of deaf students. We chose to look at standardized surveys of students' perceptions to provide a multidimensional picture of the social- emotive function of the students who are deaf or hard of hearing (SDHH) in a university and high school in Saudi Arabia. In the following sections we (a) Describe a framework for measuring social emotive perceptions for students in Saudi Arabia. (b) Review the social emotive status of students that are deaf or hard of hearing (SDHH) by their perceptions. (c) Review the factors contributing to SDHH social-emotive status. Methods: A cross sectional study was carried out on seventy female students of ages 15-18 and 18-21 with varying degrees of sensor neural deafness. This was carried out by interviews of the students to answer our objectives. Results and Discussion: A high significant number of students surveyed in our study were happy with themselves and satisfied with their situation in the private setting both in the university and the high school. The majority of female SDHH in this study, however, perceived barriers when communicating and got embarrassed when speaking with people that did not understand them. Conclusion: This study has aided our understanding of the social-emotive factors perceived by SDHH in the private setting. The SDHH in this study had positive attitudes towards achieving their goals, making friends and their well being and this could be encouraged in the future by teachers and parents. A number of SDHH in this study did not know of the government support available to them. More workshops to educate the students on the government services available and how to receive them would aid in this.

Keywords:
deafness hearing loss social performance integration

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Bat-Chava Y. Antecedents of self-esteem in deaf people: A meta-analytical review. Rehabilitation Psychology. 1993; 38: 221-234.
[2]	Obrzut JE, Maddock G J, & Lee CP. Determinants of self-concept in deaf and hard of hearing children. Journal of Development and Physical Disabilities. 1999; 11: 237-251.
[3]	Kluwin TN, Stinson MS, & Colarossi GM. Social processes and outcomes of in-school contact between deaf and hearing peers. Journal of Deaf Studies and Deaf Education. 2002; 7 (3): 200-213.
[4]	Hintermair M. Self-esteem and satisfaction with life of deaf and hard-of-hearing people—A resource-oriented approach to identity works. Journal of Deaf Studies and Deaf Education. 2008; 13: 278-300.
[5]	Byrne BM. Measuring self-concept across the life span. 1996, Washington, DC: American Psychological Association.
[6]	Butler RJ, & Gasson S L. Self esteem/self concept scales for children and adolescents: A review. Child and Adolescent Mental Health. 2005; 10: 190-201.
[7]	Harter S, & Whitesell NR. Multiple pathways to self-reported depression and psychological adjustment among adolescents. Development and Psychopathology. 1996; 8: 761-777.
[8]	Recklitis CJ & Noam G G. Aggressive behavior in the adolescent psychiatric patient: A clinical-developmental perspective. Child Psychiatry and Human Development. 2004; 34: 341-361.
[9]	Crocker J, & Wolfe CT. Contingencies of self-worth. Psychological Review. 2001; 108: 593-623.
[10]	Harter S. The construction of the self. 1999, New York, NY: Guilford Press.
[11]	Owens T J, Stryker S, & Goodman N. (Eds.) Extending self-esteem theory and research: Sociology and psychological currents. 2001, New York, NY: Cambridge University Press.
[12]	Hindley PA, & Van Gent T. Psychiatric aspects of specific sensory impairment. In M. Rutter & E. Taylor (Eds.), Child and adolescent psychiatry, 2002 (4th Ed., (pp. 842-857). London: Blackwell.
[13]	Marschark M, & Hauser P C. Cognitive underpinnings of learning by deaf and hard-of-hearing students. In M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes, 2008, (pp. 3-23). New York, NY: Oxford University Press.
[14]	Allen T. Patterns of academic achievement among hearing impaired students: 1974 and 1983. In A. Schildroth & M. Karchmer (Eds.), Deaf children in America, 1986 (pp. 161-206). Boston: Little Brown.
[15]	Power D, Hyde M. Itinerant teachers of the deaf and hard of hearing and their students in Australia: Some state comparisons. International Journal of Disability Development and Education. 2003; 4: 385-401.
[16]	Bosso E. Testing, accountability, and equity for deaf students in Delaware. In R. C. Johnson & R. E. Mitchell (Eds.), Testing deaf students in an age of accountability, 2008, (pp. 167-180). Washington, DC: Gallaudet University Press.
[17]	Emmorey K, Bellugi U, Frederici A, & Horn P. Effects of age of acquisition on grammatical sensitivity: Evidence from on-line and off-line tasks. Applied Psycholinguistics. 1995; 16 (1): 1-23.
[18]	Johnson RE, Liddell SK, & Erting CJ. Unlocking the curriculum: Principles for achieving access in deaf education. 1989 (Working Paper No. 89-3). Washington, DC: Gallaudet Research Institute, Gallaudet University.
[19]	Jones M. Implications and complications of including deaf students in statewide assessments in Illinois. In R. C. Johnson & R. E. Mitchell (Eds.), Testing deaf students in an age of accountability. 2008 (pp. 149-166). Washington, DC: Gallaudet University Press.
[20]	Kelly LP & Barac-Cikoja D. The comprehension of skilled deaf readers: The roles of word recognitions and other potentially critical aspects of competence. In K. Cain & J. Oakhill (Eds.), Children’s comprehension problems in oral and written language: A cognitive perspective, 2007 (pp. 244-280). New York, NY: The Guilford Press.
[21]	Mayberry R I, & Lock E. Critical period effects on grammatical processing: Privileged status of the first language. Paper presented at the American Psychological Society Convention, 1998, Washington, DC.
[22]	Meadow-Orlans KP, Mertens DM, & Sass-Lehrer M A. Parents and their deaf children: The early years. 2003 Washington, DC:
[23]	Morford JP& Mayberry RI. A reexamination of ‘‘early exposure’’ and its implications for language acquisition by eye. In C. Chamberlain, J. P. Morford, & R. I. Mayberry (Eds.), Language acquisition by eye, 2000 (pp. 111-127). Mahwah, NJ: Lawrence Erlbaum.
[24]	Marschark M. Raising and educating a deaf child. 2007, Oxford, NY: Oxford University Press.
[25]	Hauser PC, Lukomski J, & Hillman T. Development of deaf and hard-of-hearing students’ executive function. In M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes 2008 (pp. 286-308). New York, NY: Oxford University Press.
[26]	Calderon R, & Greenberg MT. Social and emotional development of deaf children. Family, school and program effects. In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies, language, and education, 2003 (pp. 177-189). New York, NY: Oxford University Press.
[27]	Marschark M & Hauser PC (Eds.), Deaf cognition: Foundations and outcomes (pp. 286-308) 2008. New York, NY: Oxford University Press
[28]	Paatsch LE, Toe DM. A comparison of pragmatic abilities of children who are deaf or hard of hearing and their hearing peers. J Deaf Stud Deaf Educ. 2014 Jan; 19 (1): 1-19.
[29]	Long G, Stinson MS, Braeges J. Student's perception of communication ease and engagement: How they relate to academic success. American Annals of the deaf. 1991; 136: 414-421.
[30]	Scheetz. Orientation to deafness, Needham Heights: Allyn and Bacon. 1993: 86-90.
[31]	Traxler CB. Measuring up to performance standards in reading and mathematics: Achievement of selected deaf and hard-of-hearing students in the national norming of the 9th Edition Stanford Achievement Test. Journal of Deaf Studies and Deaf Education. 2000; 5: 337-348.
[32]	Holt J. Classroom attributes and achievement test scores for deaf and hard of hearing students. American Annals of the Deaf. 1994; 139, 430-437.
[33]	Kluwin TN & Stinson MS. Deaf students in local public high schools: Backgrounds, experiences, and outcomes. 1993, Springfield, MA: Charles C. Thomas.
[34]	Stinson MS, Whitmire K, & Kluwin TN. Self perceptions of social relationships in hearing-impaired adolescents. Journal of Educational Psychology. 1996; 88 (1); 132-143.
[35]	Van Eldik T. Mental health problems of Dutch youth with hearing loss as shown on the youth self report. American Annals of the Deaf. 2005; 150 (1): 11-16.
[36]	Schlesinger HS. A developmental model applied to problems of deafness. Journal of Deaf Studies and Deaf Education. 2000; 5: 349 361.
[37]	Traci M, & Koester LS. Parent-infant interactions. A transactional approach to understanding the development of deaf infants. In M. Marschark & P. E. Spencer (Eds.), Deaf studies, language, and education, 2003 (pp. 190-202). New York, NY: Oxford University Press.
[38]	Stinson M, Scherer M & Walter G. Factors affecting persistence of deaf college students. Research in Higher Education. 1987; 27: 244-258.
[39]	Boutin D. Persistence in postsecondary environments of students with hearing impairments. Journal of Rehabilitation. 2008; 74: 25-31. Retrieved from http://findarticles.com/p/articles/mi_m0825/is_1_74/ai_n25378305/.
[40]	Arnold J. Student retention: Why do we keep losing them? The NEA Higher Education Journal. 2000; 16: 131-138. Retrieved from http://www.nea.org/home/1821.htm.
[41]	Lotkowski V, Robbins S & Noeth R. The role of academic and non-academic factors in improving college retention. 2004. ACT Policy Report. Retrieved from http://www.act.org/research/policymakers/reports/index.html
[42]	Tross S, Harper J, Osher L, & Kneidinger L. Not just the usual cast of characteristics: Using personality to predict college performance and retention. Journal of College Student Development. 2000; 41: 323-334. Retrieved from http://www.press.jhu.edu/journals/journal_of_college_student_development/.
[43]	Zajacova A, Lynch S & Espenshade T. Self-efficacy, stress, and academic success in college. Research in Higher Education. 2005; 46: 677-706.
[44]	Foster S & Brown P. Factors influencing the academic and social integration of hearing impaired college students. Journal of Postsecondary education and Disability. 1988; 7: 78-95. Retrieved from http://www.ahead.org/publications/jped
[45]	Brown P, & Foster S. Integrating hearing and deaf students on a college campus: Successes and barriers as perceived by hearing students. American Annals of the Deaf. 1989; 136: 21-27. Retrieved from http: //gupress.gallaudet.edu/annals/
[46]	Luckner JL, Muir S. Successful students who are deaf in general education settings. American Annals of the Deaf. 2001; 146: 435-445.
[47]	Murphy J, & Newlon B. Loneliness and the mainstreamed hearing impaired college student. American Annuals of the Deaf, 1987; 132 (2): 21-25.
[48]	Eccles J, Templeton J, Barber B, & Stone M. Adolescence and emerging adulthood: The critical passage ways to adulthood. 2003. In M. H. Bornstein, L. Davidson, C. L.
[49]	Boyle S. Deaf and hearing students benefit by learning, communicating together. Special Edge. 1994: (Nov. /Dec.), pp. 8, 13.
[50]	Kirchner C. Co-enrollment as an inclusion model. American Annals of the Deaf. 1994; 139 (2): 163-164.
[51]	Kirchner C. Full inclusion: An educational model for the 21st century. Paper presented at the conference on Issues in Language and Deafness, 1996, Omaha, Nebraska.
[52]	Kluwin T, Gonsher W, Silver K, & Samuels J. The E. T. class-Education together. Teaching Exceptional Children. 1996; 29 (1): 1-15.
[53]	Kreimeyer KH, Crooke P, Drye C, Egbert V, Klein B. Academic and Social Benefits of a Co-enrollment Model of Inclusive Education for Deaf and Hard-of-Hearing Children, Journal of Deaf Studies and Deaf Education 5: 2 spring 2000, 174-185.
[54]	Cappelli M, Daniels T, Durieux-Smith A, McGrath PJ, Neuss D. Social development of children with hearing impairments who are integrated into general education classrooms. The Volta Review. 1995; 97: 197-208.
[55]	Mertens D. Social experiences of hearing-impaired high school youth. American Annals of the Deaf. 1989; 134: 15-19.
[56]	Stinson M, Antia S. Considerations in educating deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education. 1999; 4: 163-175.
[57]	Stinson M, Whitmire K, Kluwin T. Self-perceptions of social relationships in hearing-impaired adolescents. Journal of Educational Psychology. 1996; 88: 132-143.
[58]	Knutson JR, Boyd RC, Reid JB, Mayne R, Fetrow R. Observational assessments of the interaction of implant recipients with family and peers: Preliminary findings. Otolaryngology-Head and Neck Surgery. 1997; 117: 196-207.
[59]	Stinson M, Liu. Participation of deaf and hard-of-hearing students in classes with hearing students. Journal of Deaf Studies and Deaf Education. 1999; 4: 191-202.
[60]	Wauters L, Knoors H. Social integration of deaf children in inclusive settings. Journal of Deaf Studies and Deaf Education. 2008; 13: 21-36.
[61]	Kouwenberg M. Social-emotional factors underlying internalizing problems, peer relations in deaf or hard of hearing youth. 2013, Leiden, the Netherlands: Leiden University.
[62]	Parker JG, Asher SR (1993) Friendschip and friendship quality in middle childhood - links with peer group acceptance and feelings of loneliness and social dissatisfaction. Dev Psychol. 1993; 29: 611-621.
[63]	Berndt TJ. Friendship quality and social development. Curr Dir Psychol Sci. 2002; 11: 7-10.
[64]	Ladd GW, Kochenderfer BJ, Coleman CC. Friendship quality as a predictor of young children’s early school adjustment. Child Dev. 1996; 67: 1103-1118.
[65]	Parker JG, Asher SR. Peer relations and later personal adjustment - are low-accepted children at risk. Psychol Bull. 1987; 102: 357-389.
[66]	Piso F, Knoors H, Vervloed M. Vriendschapsrelaties van dove en slechthorende adolescenten. 2009; VHZ 5: 10-17.
[67]	Bat-Chava Y, Martin D, Kosciw JG. Longitudinal improvements in communication and socialization of deaf children with cochlear implants and hearing aids: evidence from parental reports. J Child Psychol Psychiatry. 2005; 46: 1287-1296.
[68]	Stinson MS, Whitmire K. Students’ view of their social relationship. In: Kluwin TN, Moores, D.F, Gaustad, M.G., editor. Toward effective public programs for deaf students: Context, process and outcomes. 1992, New York: Teachers College Press. pp. 149-174.
[69]	Barak A, Sadovsky Y. Internet use and personal empowerment of hearing impaired adolescents. Comput Human Behav. 2008; 24: 1802-1815.
[70]	Moeller MP. Current state of knowledge: Psychosocial development in children with hearing impairment. Ear Hear. 2007; 28: 729-739.
[71]	Wolters N, Knoors H, Cillessen AHN, Verhoeven L. Impact of peer and teacher relations on deaf early adolescents’ well-being: Comparisons before and after a major school transition. J Deaf Stud Deaf Educ. 2012; 17: 463-482.
[72]	Watt JD, & Davis FE. The prevalence of boredom proneness and depression among profoundly deaf residential school adolescents. American Annals of the Deaf. 1991; 136 (5): 409-413.
[73]	Leigh IW, Robins C J, Welkowitz J, & Bond R N. Toward greater understanding of depression in deaf individuals. American Annals of the Deaf. 1989; 134 (4): 249-254.
[74]	Van Eldik T, Treffers PDA, Veerman JW, & Verhulst FC. Mental health problems of deaf Dutch children as indicated by parents_ responses to the child behavior checklist. American Annals of the Deaf. 2004; 148 (5): 390-394.
[75]	McFayden-Ketchum SA, Dodge KA. Problems in social relationships. In: Mash, EJ. Barkley, RA., editors. Treatment of childhood disorders. 2nd ed. New York: The Guilford Press; 1998. p. 338-365.
[76]	Vogel-Walcutt J, Schatschneider C, Bowers C. Social-Emotional functioning of elementary-age deaf children: a profile analysis. American Annals of the Deaf. 2011; 156: 6-22.
[77]	Most T. Assessment of school functioning among Israeli Arab children with hearing loss in the primary grades. American Annals of the Deaf. 2006; 151: 327-335.
[78]	Maha Al-shammari, Asma Ashankyty, Najmah Al-Mowina, Nadia Al-Mutairy, Lulwah Al-shammari, Anfal al-qrnas, Susan Amin The effects of auditory deficiency on the social and academic performance of students in Hail, Kingdom of Saudi Arabia. American Journal of Educational Research, Volume 2, Number 1, January 2014.
[79]	El-Sayed Y, Zakzouk S. Prevalence and etiology of childhood sensorineural hearing loss (SNHL) in Riyadh. Ann Saudi Med. 1997; 17 (4): 487.
[80]	Schuerger, J. M. 16 PF Adolescent Personality Questionnaire: Manual. 2001, Illinois: Institute for Personality and Ability Testing, Inc.
[81]	Hy LX, & Loevinger J. Measuring ego development (2nd Ed.), 1996, Mahwah, NJ: Lawrence Erlbaum Associates.
[82]	Loevinger J. Technical foundations for measuring ego development. 1998, Mahwah, NJ: Lawrence Erlbaum.
[83]	Antia SD. Can deaf and hard of hearing students are successful in general education classrooms? [Electronic Version]. Teachers College Record. Retrieved February 5, 2007, from http://www.tcrecord.org.
[84]	Kluwin T. Cumulative effects of mainstreaming on the achievement of deaf adolescents. Exceptional Children. 1993; 60; 73-81.
[85]	Adelman C. The toolbox revisited: Paths to degree completion from high school through college. 2006, Washington, DC: United States Department of Education.
[86]	Cawthon SW, Science and Evidence of Success: Two Emerging Issues in Assessment Accommodations for Students Who Are Deaf or Hard of Hearing, Journal of Deaf Studies and Deaf Education 15: 2 spring 2010; 185-203.
[87]	Antia SD. Jones PB Reed S Kreimeyer KH, Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms, Journal of Deaf Studies and Deaf Education 14: 3 summer 2009. 293-311.
[88]	Albertini JA, Kelly RR, Matchett MK, Personal Factors That Influence Deaf College Students’ Academic Success. Journal of Deaf Studies and Deaf Education. 2011; 17 (1): 85-101.
[89]	Bat-Chava, Y. Diversity of deaf identities. American Annals of the Deaf. 2000; 145 (5): 420-428.
[90]	Blom H, Marshark M, Vervloed MPJ, Knorrs H, Finding Friends Online: Online Activities by Deaf Students and Their Well-Being, PLOS ONE. 2014; Volume 9, Issue 2; 1-10.
[91]	Kingery JN, Erdley CA, Marshall KC. Peer acceptance and friendship as predictors of early adolescents’ adjustment across the middle school transition. 2011, Merrill Palmer Q 57: 215-243.
[92]	Lazarus R S, & Folkman S. Stress, appraisal, and coping. 1984, New York: Springer Publishing Company.
[93]	Bat-Chava Y. Group identification and self-esteem of deaf adults. Personality and Social Psychology Bulletin. 1994; 20: 494-502.
[94]	Clymer EC. The psychology of deafness: Enhancing self-concept in the deaf and hearing impaired. Family Therapy. 1995: 22: 113-120.
[95]	Schein JD. At home among strangers. 1989, Washington, DC: Gallaudet University Press.
[96]	Finn G. Developing a concept of self. Sign Language Studies. 1995: 86: 1-17.
[97]	Triandis H C. The psychological measurement of cultural syndromes. American Psychologist. 1996; 51: 407-413.
[98]	Foster S B. Communication experiences of deaf people: An ethnographic account. In I. Parasnis (Ed.), Cultural and language diversity and the deaf experience (pp. 117-135).1998, New York: Cambridge University Press.
[99]	Lukomski J, Deaf College Students Perceptions of Their Social-Emotional Adjustment, Journal of Deaf Studies and Deaf Education. Fall 2007; 12: 4: 486-494.
[100]	Marschark M, Bull R, Sapere P, Nordmann E, W Skene W, Lukomski J, and Lumsden S. Do You See What I See? School Perspectives of Deaf Children, Hearing Children and Their Parents. Eur J Spec Needs Educ. 2012 September 1; 27 (4): 483-497.
[101]	Wade C, & Tavris C. Gender and culture. In L. Peplau, S. DeBro, R. Veniegas, & P. Taylor (Eds.), Gender, culture, and ethnicity: Current research about women and men, 1999, (pp. 15-22). Mountain View, CA: Mayfield.
[102]	Marschark M, Lang H, & Albertini J. Educating deaf students: From research to practice. New York, NY, 2002: Oxford University Press.
[103]	Allen C. Global Survey Report WFD Interim Regional Secretariat for the Arab Region (WFD RSAR) Global Education Pre-Planning Project on the Human Rights of Deaf People World Federation of the Deaf and Swedish National Association of the Deaf Published in November 2008.
[104]	Gabelnick F, MacGregor J, Matthews R S, & Smith B L. Learning communities: Creating connections among students, faculty, and disciplines. 1990, San Francisco, CA: Jossey-Bass.
[105]	Tinto V, Love AG, & Russo P. Building learning communities for new college students: A summary of research findings of the Collaborative Learning Project. 1994, Syracuse, NY: Syracuse University, National Center on Postsecondary Teaching, Learning, and Assessment.