Deaf Students in the Modern Special Schools and the Factors Affecting the Integrity of Their Mental Health

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Abstract

The article analyzes the students’ diversity in the school for deaf children and changes in the recent decades. The impact of the sign language on cognitive development of deaf children is discussed. The study on nonverbal thinking in a Russian sample in groups of school-age deaf children who mastered the sign language and using and not using it in communication with parents (deaf children of deaf parents and deaf children of normally hearing parents) in comparison with hearing peers is presented. The results indicate that the performance level of logical operations is affected by the factor of additional disorders. The description of cochlear implantation is presented as one of the technical means of hearing correction and its limitations. The family role (both with normally hearing and deaf parents) in the formation of personality and cognitive development of children with hearing impairment is described. Data both from foreign and russian authors on group of deaf children with additional disorders, as well as the authors’ analysis of the students’ contingent in the school for deaf for the last 16 years are presented, and the possible reasons for these changes are discussed.

General Information

Keywords: deaf children, sign language, complex defect, conditions of development

Journal rubric: Clinical and Special Psychology

Article type: scientific article

For citation: Basilova T.A., Moiseeva I.V., Saprina E.A., Khokhlova A.Y. Deaf Students in the Modern Special Schools and the Factors Affecting the Integrity of Their Mental Health. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2010. Vol. 15, no. 2, pp. 82–90. (In Russ., аbstr. in Engl.)

References

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Information About the Authors

Tatiana A. Basilova, PhD in Psychology, Professor of the Department of Special Psychology and Rehabilitation, Faculty of Clinical and Special Psychology, Member of the editorial board of the journal “Psychological Science and Education”, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-1228-1359, e-mail: bassilova@yandex.ru

Irina V. Moiseeva, Educational Psychologist, Special Correctional Secondary Boarding School № 65 for deaf children, Moscow, Russia, e-mail: curlyirka@gmail.com

Ekaterina A. Saprina, PhD Student, Chair of the Special Psychology, Department of Clinical and Special Psychology, Moscow State University of Psychology and Education, Moscow, Russia, e-mail: saprinaea@gmail.com

Alina Y. Khokhlova, PhD in Psychology, Associate Professor, Moscow State University of Psychology and Education, Psychologist, the Resource Center Supporting Deafblind and their Family Members “Yaseneva Polyana”, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8495-2823, e-mail: ehalina2@yahoo.com

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