Deaf children ’ s social relationships in mainstream schoolsi

Arguments supporting the integration of deaf pupils in mainstream schools are often based on possible cognitive gains. We suggest that integration should also be assessed considering its social consequences for pupils. If deaf pupils are rejected or feel isolated in mainstream schools, their education may ultimately suffer. We investigated the social adaptation of nine deaf pupils in two mainstream schools using three methods: peer ratings, sociometric status and interviews. The average peer ratings received by deaf pupils were not significantly different from those of hearing pupils. Thus they were not more disliked by their peers. However, deaf pupils were significantly more likely to be neglected by their peers and less likely to have a friend in the classroom. Hearing pupils who were friends of deaf pupils described their friendship as involving pro-social functions whereas many who had no deaf friends found communication barriers an obstacle to friendship. We conclude that, although deaf pupils are not rejected in mainstream schools, the may feel isolated. It is possible that schools can have a proactive role in helping hearing pupils learn how to overcome communication barriers and develop more positive attitudes towards deaf pupils. The current policy of integration of pupils with special educational needs into mainstream schools should be assessed in terms of its potential impact on pupils’ academic performance as well as its impact on their social adaptation. The aim of this research was to analyse the social relationships of deaf pupils attending mainstream schools. Interviews with deaf adults about their past school experiences (Mertens, 1989) suggest that there is cause for concern for deaf children’s social adaptation in mainstream schools. Deaf adults who attended special schools have more positive memories of their school days than those educated in mainstream schools. Pupils who experienced both types of school environment often report a strong preference for special schools (Gregory,