Social skills of deaf students in teacher perspective of bilingual class, regular class and interpreter

Abstract

This study aimed to describe the repertoire of social skills, behavior problems and academic competence of 15 children / adolescents with hearing loss, the vision of a bilingual class teacher, interpreter and regular classroom teachers. The study included four teachers and one interpreter, two common class and two bilingual class. It was used as data collection instrument, the System of Social Skills Assessment (SSRS-BR). The teacher evaluation instrument for the three scales - social skills, behavior problems and Academic Competence - was positive since most students were classified with high median and repertoires. The results also proved to be contrary to the initial hypothesis, it was expected that the teachers of the bilingual class, for work directly with deaf students using the pound as the language of instruction, could evaluate them more positively, with respect to Social skills, behavior problems and Academic Competence compared to teacher evaluations of the common class, which did not occur. We conclude that in general the deaf students were evaluated with a median repertoire of social skills and academic competence, and the teachers of the common class who made more positive ratings. It is suggested that research on the use of other valuation measures are carried out to deepen and confirm the data obtained.