Social-emotional competency : enhancing the achievement abilities of deaf and hard-of-hearing persons
Viljoen, Tasme
South Africa has a dearth of deaf appropriate assistive resources – giving rise to deaf adolescents leaving school early and poor adult outcomes.
These factors are negatively influenced by the interaction of other
elements such as the inadequate cultural and social nurturing and lack of support. Approached from a bio-ecological model, to pro-actively address the support needed by deaf and hard-of-hearing persons to empower them to develop the capacity to withstand the challenges they have to endure, to stand up to and resist the negative ideas about what they are capable of.
In this study, major risk factors were identified as communication
deprivation and unpreparedness of parents to raise a deaf child
appropriately where mediating factors were identified as social-emotional competence and deaf teaching assistants at South African Schools for the Deaf. The main findings of this study were that the need for early training of parents, access to Sign Language, deaf role models and social-emotional training in SA schools for the Deaf are proposed pathways to well-being.
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