Factors Associated With Social Interactions Between Deaf Children and Their Hearing Peers: A Systematic Literature Review

Georgina Batten

146 citations0/0 files storedThe Journal of Deaf Studies and Deaf Education

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Hearing Impairment and Communication Hearing Loss and Rehabilitation Inclusion and Disability in Education and Sport

Abstract

Research indicates that deaf children can have marked social difficulties compared with their hearing peers. Factors that influence these social interactions need to be reviewed to inform interventions. A systematic search of 5 key databases and 3 specialized journals identified 14 papers that met the inclusion criteria. Methodological quality of the articles was assessed using an adapted checklist. There was a general lack of consensus across studies. The main factors investigated were the deaf child's communication competency, age, and level of mainstreaming, which overall were positively associated with peer interactions. Some studies also found that females were more likely to have positive social interactions. The majority of studies were cross-sectional. Some studies lacked appropriate control groups and did not recruit an appropriate range of informants. A wide range of factors were associated with social interactions between deaf and hearing children. The role of communication gained the highest consensus across studies. Other factors were involved in more complex interactions.

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2014Children Who Are Deaf or Hard of Hearing in Inclusive Educational Settings: A Literature Review on Interactions With Peers 2016Deaf and hearing children’s development of theory of mind, peer popularity, and leadership during middle childhood 2019Peer Relationship Experiences Of Deaf And Hard-Of-Hearing Adolescents 2024Changing the narrative: Loneliness as a social justice issue

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