Pinquart Martin, Pfeiffer Jens P
Am Ann Deaf. 2014 Summer;159(3):257-68. doi: 10.1353/aad.2014.0023.
The investigators compared the perceived attainment of developmental tasks by 181 German adolescents with hearing loss and 254 peers without hearing loss. The adolescents with hearing loss were attending special schools for students who are deaf or hard of hearing. On average, the two groups perceived similar levels of success across the assessed developmental tasks. Nonetheless, the adolescents with hearing loss had fewer friends and were less likely to be peer-group leaders. While the adolescents who were deaf or hard of hearing perceived similar levels of attainment of their developmental tasks, those with congenital hearing loss reported less success in gaining access to a peer group than those with acquired hearing loss. However, the reverse was found for perceived attainment of occupational skills. The results indicate that students with hearing loss attending special schools tend to be successful at solving age-typical developmental tasks.
研究人员比较了181名有听力损失的德国青少年与254名无听力损失的同龄人在发展任务方面的自我认知成就。有听力损失的青少年就读于为失聪或听力有障碍学生开设的特殊学校。平均而言，两组在评估的发展任务中自我认知的成功水平相似。尽管如此，有听力损失的青少年朋友较少，成为同龄人群体领导者的可能性也较小。虽然失聪或听力有障碍的青少年自我认知的发展任务达成水平相似，但先天性听力损失的青少年在融入同龄人群体方面比后天性听力损失的青少年报告的成功率更低。然而，在职业技能的自我认知成就方面则发现了相反的情况。结果表明，就读于特殊学校的听力损失学生在解决典型年龄发展任务方面往往是成功的。
