التعرف على الممارسات المبنية على الأبحاث لزيادة تفاعل الأطفال ذوي الضعف السمعي مع أقرانهم : مراجعة أدبية
Establishing peer interaction is critical for all childhood development, especially for children with hearing impairment (HI), who tend to experience a lot of difficulties in interaction. Practices aiming to promote peer interaction in children with HI need to be informed by evidence from quality research. This paper aims to review and evaluate research studies that focus on interaction between children with HI and their peers (with or without HI) in self-contained and inclusive classrooms. Seven empirical studies published in peer-reviewed journals from 1990 to 2023 were examined and evaluated, using the Council for Exceptional Children (CEC, 2014) quality indicators. Several practice themes emerged after coding these studies: multifaceted training, parallel talk, social intervention, and social stories. Results indicated that most of the reviewed studies met the majority of identified quality indicators, including context and settings, participants, intervention agents, description of practice, and data analysis. However, few studies reported implementation fidelity, and none of the studies met the quality indicator related to outcome measures for dependent variables. The limitations of this review, implications, and suggestions for future research are discussed. (Published abstract)