Development of Deaf and Hard of Hearing Adolescents compared to their Research Paper

Development of Deaf and Hard of Hearing Adolescents compared to their Hearing Peers - Research Paper Example This article is basically centered on how the development of such adolescents who are either totally deaf or have other hearing problems is affected adversely compared to the development of their normal age fellows. According to (Peterson, 1993, p. 4), â€Å"normal adolescent development is a positive process bringing adult maturity and competence, in contrast to the existing negative stereotypes.† Many crude and intricate effects produced by hearing loss on many poor adolescents are discussed in this paper, and how their development becomes even more difficult in the diverse classrooms of the present world schools. There are myriad social issues regarding the inclusion of hearing-impaired adolescents at the schools, most importantly. (Berke, 2009). These issues are of such grave and distressing nature that they can even shoot down the motivation and learning enthusiasm in such students who are having hearing problems to zero. That is why, the social issues have looming prospe cts for these adolescents and they are potentially capable of inducing long-lasting mutilating effects on their future potentials. This is an unequivocal fact backed up with research reports that those children who have hearing problems are neither as well integrated socially nor as popular as their normal hearing peers are, due to which they start feeling pressurized and develop myriad psychological problems. The psychological state of children with hearing problems quite resembles to that of young people with low socioeconomic or racial backgrounds who are not welcomed in the society. Seclusion and social hesitation are the two major challenges that mar the development of hearing impaired children. This is because, confidently going out and communicating with normal age fellows or other young people with same helps special children in maintaining social integration. Social inclusion is also affected in culturally diverse classrooms, where deaf or hearing-impaired adolescents may e ven be laughed at by their normal age fellows. It is because the normal children are not familiar with ways to socialize with the children who have special needs, thus their development gets affects badly. There is much disagreement between professionals when talking about whether or not hearing impaired adolescents should be taught alongside their normal peers. Many professionals concerned with such students who suffer from hearing problems have published myriad research papers, which claim that in such classrooms where normal students and those having particular biological problems are taught together, most of the deficiencies are overlooked due to which special students are left dissatisfied. Many scholars claim that children with hearing disabilities do not experience the normal education easily by studying in the mainstream classrooms. They also have to cope with a broad range of social pressures like unjustified ridiculing, bulling, or suppression, which are mostly created by their normal age fellows. That is why, less inclusive provision is sought by many professionals and parents so that the hearing impaired adolescents can be developed behaviorally and psychologically in a welcome and harmonious environment. (Musselman, Mootilal, & MacKay, 1996, pp. 52-63). On the