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HosseinKhanzadeh A, Yahyazadeh A, Seyyed Noory S Z. A Comparative Study of the Socially Problematic Conditions in Blind and Deaf Students with Normal Students. MEJDS. 2016; 6 :124-129
URL: http://jdisabilstud.ir/article-1-453-en.html
1- University of Guilan
2- Rasht Branch, Islamic Azad University, Rasht
Abstract:   (9106 Views)
Objective: The purpose of the present study was to compare the socially problematic conditions in blind and deaf students on the one hand with normal students on the other hand.
Methods: This research is a causal-comparative study. The population consisted of all students with learning disability in 2013-2014 school year. A sample of 100 students was selected through random cluster sampling. Also 100 normal students were selected after they were matched with their peers in the other group for age and intelligence as the comparison group. To collect data, Taxonomy of Problematic Social Situations for Children (Dodge, 1990) was used as research tool. Multivariate analysis of variance and univariate analysis of variance were used to analyze the data.
Results: Statistically significant differences were found between the groups under investigation, namely, normal students on one hand and deaf and blind students on the other hand, with respect to components of the problematic social situations scale (p<0.001). The differences between the average response of students in the groups under investigation were statistically significant in the following components: peer group entry, response to stimulation, response to failure, and social expectations (p<0.001), teacher expectations (p<0.01) and response to the success (p<0.05). Children with visual impairment had the biggest problems in response to stimulation scale in comparison among others. Finally, the average differences between the children with visual impairment and normal ones and between visual and hearing impaired children were significant. (p<0.001).
Conclusion: It was found that children with visual and hearing impairment have problems in the components of entering the peer group, response to stimulation, response to the failure, response to success, social expectations, and teacher expectations. So, it is suggested that interventional and effective plans should be formulated to deal with the problem.
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Type of Study: Original Research Article | Subject: Rehabilitation
Received: 2014/12/10 | Accepted: 2015/01/24

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