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Psychological and physical well-being in hearing-impaired children

Annerose Keilmann1, Annette Limberger, Wolf J Mann

  • 1Department for ENT and Communication Disorders, University of Mainz, Langenbeckstr. 1, 55101 Mainz, Germany. keil@kommunikation.klinik.uni-mainz.de

International Journal of Pediatric Otorhinolaryngology
|September 7, 2007
PubMed

Insights

Hearing-impaired children in special schools reported lower self-esteem and more anxiety than those in mainstream schools. Physical well-being was unaffected, but educational placement impacts psychological health.

Area of Science:

  • Child Psychology
  • Audiology
  • Educational Psychology

Background:

  • Hearing impairment significantly impacts child development.
  • Understanding psychological well-being is crucial for educational placement decisions.

Purpose of the Study:

  • To assess psychological and physical well-being in hearing-impaired children aged 6-11.
  • To compare well-being based on educational settings (special vs. mainstream schools).

Main Methods:

  • Utilized the Frankfurt Self-Concept Scales for Children (FKSI).
  • Compared 131 hearing-impaired children (70 boys, 61 girls) across special and mainstream schools.

Main Results:

  • Children in special schools exhibited lower self-perception, confidence, assertiveness, and social skills, with higher anxiety and sadness.
  • Mainstream-schooled children showed increased self-confidence with greater hearing loss but decreased well-being in higher grades.
  • Physical well-being remained unaffected by hearing impairment.

Conclusions:

  • Self-perception differences necessitate careful consideration of school type for hearing-impaired children.
  • Educational environment plays a critical role in the psychological adjustment of deaf and hard-of-hearing children.
Abstract

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