Skip Navigation


Journal of Deaf Studies and Deaf Education Advance Access first published online on June 14, 2007
This version published online on June 21, 2007
The Journal of Deaf Studies and Deaf Education, doi:10.1093/deafed/enm028
This Article
Right arrow Full Text Freely available
Right arrow FREE Full Text (PDF) Freely available
Right arrow All Versions of this Article:
13/1/21    most recent
enm028v2
enm028v1
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Wauters, L. N.
Right arrow Articles by Knoors, H.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Wauters, L. N.
Right arrow Articles by Knoors, H.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

© The Author 2007. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Social Integration of Deaf Children in Inclusive Settings

Loes N. Wauters

Radboud University Nijmegen, Behavioural Science Institute

Harry Knoors

Radboud University Nijmegen, Behavioural Science Institute
Viataal


  Abstract

This article examines social integration of deaf children in inclusive settings in The Netherlands. Eighteen Grade 1–5 deaf children and their 344 hearing classmates completed 2 sociometric tasks, peer ratings and peer nomination, to measure peer acceptance, social competence, and friendship relations. Deaf and hearing children were found to be similar in their peer acceptance and friendship relations, but differences occurred in social competence. Deaf children scored lower than hearing children on prosocial behavior and higher on socially withdrawn behavior. Structural equation modeling showed peer acceptance, social competence, and friendship relations to be stable over time, and the structure of interrelations between variables at 2 measurements were found to be the same for deaf and hearing participants.

Correspondence should be sent to Loes N. Wauters, Department of Special Education, Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands a(e-mail: l.wauters{at}pwo.ru.nl).

Received January 22, 2007; revised April 10, 2007; accepted April 23, 2007

The author affiliations have been corrected.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?




Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.