| The social/emotional development and status of students who are functionally hard of hearing and educated in regular classrooms are the focuses of this document. Literature review and annotated bibliography are the qualitative methodologies used. Relevant terminology and issues related to hearing loss, education, and social/emotional issues are discussed. Literature indicates that even mild hearing loss can have serious consequences. With limited auditory perception, these students may be disadvantaged for learning social rules, thus compromising their social/emotional development and status. A framework is presented, based on the social learning theory of Bandura and his associates, to effectively enhance the situation for these students. The framework is a tool for educators to evaluate existing social skills training materials. An annotated bibliography of selected cited sources concludes the thesis. Each entry has a concise critique of each item's relevance to the research question, providing an evaluative reference of existing literature. |
