The self-concept and socio-emotional development of deaf and hard-of-hearing students in different educational settings and their hearing peers in Ethiopia

Abstract

This thesis examined the socio-emotional problems and self-concept of deaf and hard of hearing (DHH) students in different educational settings (special class/ unit, special school) compared to those of hearing students in Ethiopia. Furthermore, the study investigated the transition of DHH students from 4th grade (cycle 1) into 5th grade (cycle 2) in relation to the academic achievement, academic self-concept and their social wellbeing. In this transition DHH students from special class/ unit transited into mainstream education. A total of 103 students selected from seven towns in Ethiopia, representing three groups in different school settings participated in the first study when they were in Grade 4 (Time 1). The second measurement was made after a year on 72 participants who transitioned to Grade 5 (Time 2). The aims of the study were addressed in three sub studies. Data was collected using the self-report version of Strengths and Difficulties Questionnaire (Goodman, 1997) to measure the socio-emotional aspects and the Self-Description Questionnaire (SDQ-I, Marsh, 1990) to measure the multidimensional aspects of children’s self-concept. The results showed that, compared to the hearing sample, the DHH students experienced more severe socioemotional problems across all dimensions. In comparison to their hearing peers, DHH students (regardless of their educational setting) had a lower self-concept in the areas of general self, general school, reading, and parental relations. The DHH students in the special school showed a higher self-concept in regard to their physical appearance than the hearing and DHH students in the special class. There were no statistically significant differences between the groups in the self-concept dimensions of peer relations, mathematics, and physical abilities. The academic achievement and academic self-concept of DHH students decreased when they transferred to the mainstream setting, while the academic achievement and selfconcept of the DHH students continuing in a special school remained stable. All three groups showed improvements in their social self-concept after the transition. The results show that DHH children expressed great concern about their socioemotional difficulties, academic achievement and self-concept. Teachers and other professionals need to know more about the DHH children’s socio-emotional development to help better these children overcome their challenges.