COMPETENCIA SOCIAL EN NIÑOS CON SORDERA PROFUNDA (Social competence in children with deep deafness)
Abstract
El objetivo de este estudio fue comparar el desempeño social de niños con sordera profunda asistentes a tres instituciones especializadas de la ciudad de Córdoba (Argentina) y evaluar el acuerdo entre distintos informantes (docentes - alumnos) acerca de la competencia social de los niños. La muestra no probabilística estuvo formada por 32 niños con edades comprendidas entre los 7 y 12 años, sus padres y docentes/profesionales (n = 15). Los niños asistían a instituciones con características particulares: A (oralista, n = 10), B (bilingüe, n = 9) y C (bilingüe, n = 13). Se utilizaron las versiones de autoinforme del alumno e informe del docente del MESSY. Los resultados obtenidos muestran que, a partir del autoinforme, los niños que concurren a la institución A presentan puntuaciones más altas en Sobreconfianza/Celos/Soberbia con respecto a los alumnos de las otras dos instituciones (B y C). Por otra parte, la relación entre el reporte de niños y docentes sólo se evidenció en la dimensión de Habilidades Sociales Apropiadas.
Palabras claves: Competencia social, Sordera profunda, Educación especial.ABSTRACT
This study aims to compare the social performance of children with deep deafness, who attend three specialized institutions of the city of Córdoba (Argentina) and to evaluate the information taken from different point of views (teachers - students) about the social competence of children. A non probabilistic sampling was used. Participants were 32 children aged between 7 and 12 years old, and their parents and professionals/ teachers (n = 15). Children attended institutions with particular characteristics: A ( public oral , n = 10), B ( public bilingual, n = 9) and C (private bilingual, n = 13). Data was obtained from the MESSY scale and students' self reports. The findings determine that children who attend the A institution have higher scores on aspects such as overconfidence, jealousy and arrogance, compared to the other two institutions (B and C). On the other hand, the relation between children and teachers' reports was only evident with regard to the appropriate social skills dimension.
Keywords: Social Competence, Social Skills, Deaf, Deep Deafness, Special Education.Downloads
Downloads
Published
How to Cite
Issue
Section
License
Each manuscript is accompanied by a statement specifyingThat the materials are unpublished, that have not been previously published in printed formatElectronic and that they will not be presented to any other means before knowing the decision of the magazine. ThroughoutIn case, any previous publication, sea in printed or electronic form, must be made known to the editorial staffWriting The authors attach a signed statement stating that, and the manuscript is acceptedFor publication, the rights of reproduction are the exclusive property of the Journal CES Psychology.Article metrics | |
---|---|
Abstract views | |
Galley vies | |
PDF Views | |
HTML views | |
Other views |