In total 19 children participated in the study from which 10 were females and 9 males, aged 12-14 years.
Children included in the study had binaural, sensori-neural severe to profound hearing loss. Children with hearing loss often have difficulties acquiring spoken language, vocabulary problems and reading comprehension deficits. Their voice and speech features disturb their speech intelligibility, which in turn disrupts their functioning in various areas such as communication skills, academic success and social behaviour. Spoken language deficits represent an enormous impediment for the construction of social relationships; likewise academic success may be affected because of reduced participation in the classroom. Children with hearing loss have difficulties to communicate with their teacher and hearing peers; in fact, students who are more skilful in their spoken language integrate better than their less skilled counterparts.
The article examines socio-emotional characteristics of inclusion showing its relevance when educators are request to approach their students with disabilities in an efficient manner. A suitable educational program which fulfils the requirements of children with disabilities may help them to achieve optimal academic and social benefits. The investigator studied the relationship between speech intangibility in the context of group inclusion and individual inclusion. Group inclusion refers to special classes within regular schools; and individual inclusion refers to individuals integrated into regular classes with only hearing peers. Results of the study concerning emotional and social feelings of children with hearing loss, revealed no significant difference for either, sense of loneliness or sense of coherence between children in the two educational settings. These results are in line with the outcomes from other studies which reported similar findings indicating that increased loneliness