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Journal of Deaf Studies and Deaf Education 1:1 1996
© 1996 Oxford University Press

The Social Adjustment of Deaf Adolescents in Segregated, Partially Integrated, and Mainstreamed Settings

Carol Musselman1,, Anju Mootilal1 and Sherri MacKay2

1Ontario Institute for Studies in Education
2Clarke Institute of Psychiatry

This study examined the social adjustment of deaf adolescents enrolled in segregated (n = 39), partially integrated (n = 15), and mainstreamed (n = 17) settings, comparing them with a control group of hearing students (n = 88). Segregated students showed the lowest levels of adjustment overall. Partially integrated students reported better adjustment than mainstreamed students with deaf peers; mainstreamed students reported better adjustment than partially integrated students with hearing peers, showing the same levels of adjustment with hearing peers as hearing students. Regardless of placement, deaf students reported better or equal adjustment with deaf than with hearing peers. Social adjustment with deaf peers was related to American Sign Language (ASL) skill and adjustment with hearing peers to spoken English. These findings suggest that deaf students can benefit from both segregated and integrated placements as complementary forms of social experience that each contribute to overall adjustment.

Correspondence should be sent to Carol Musselman, Department of Applied Psychology, Ontario Institute for Studies in Education, 252 Bloor Street West, Toronto, Ontario M5S 1V6, Canada (e-mail: cmusselman{at}utoroise.onca; fax: 416-926-4708).


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