Hörgeschädigte Kinder in Regelschulen – Selbstkonzept, Integrationserleben, psychosoziale Aspekte und pädagogische Rahmenbedingungen

Abstract

Hearing impaired children are confronted with adverse framework conditions and difficult prerequisites related to their aural and spoken language development. Interaction in their social environment is mainly dominated by auditory-verbal communication, thus entailing a major challenge for development. Recent studies support the assumption that hearing impaired children encounter a high risk concerning their psychic and social development. In Austria about 70% of these children are already integrated into regular schools by now. In Germany a similar trend can be observed. Within the regular school system spoken language is dominant and hard of hearing children face challenges not only in regard to school achievement but also concerning the quality of their peer interactions. The present study deals with a practice-oriented evaluation of the self concept, integration experience and behavioural abnormalities of hard of hearing children. In synopsis with the literature, specific mechanisms and factors were derived, providing innovative stimuli for the psychological work with hearing impaired children in assessment, therapy, educational companionship and parental support.