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The Journal of Deaf Studies and Deaf Education 2005 10(2):161-170; doi:10.1093/deafed/eni016
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© The Author 2005. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oupjournals.org

Initiations of Social Interactions by Young Hearing Impaired Preschoolers

Amatzia Weisel, Tova Most and Clara Efron

School of Education, Tel-Aviv University, Israel

This study examined strategies for initiating social interactions with peers, among 4 children with hearing impairment, aged 33 to 36 months, attending a special early education center or a regular kindergarten. The study investigated initiation type (related to partner's hearing status) and rates of initiation success/failure vis-à-vis hearing and deaf partners. Results revealed (a) more initiations in the regular program than in the special program; (b) in the special program, much more successful initiations toward children with hearing impairment than toward hearing children; (c) vocalization as the most frequent strategy used with both hearing and hearing-impaired partners; and (d) referential decisions about their initiations even among young children with hearing impairment (made by changing frequencies of various strategies according to partner's hearing status). The discussion addressed implications regarding integration of children with hearing impairment into regular educational settings.

Received August 4, 2004; revised October 4, 2004; accepted October 5, 2004


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