A comparative study on gender differences in the level of multisensory approaches among hearing impaired children
DOI:
https://doi.org/10.71085/joclsi.03.01.55Keywords:
Gender Differences, Multisensory Approaches, Hearing Impaired Children, Sensory Profile Assessment, Cognitive Behavior ResponseAbstract
This comparative study investigated gender differences in the level of multisensory approaches among hearing-impaired children. Research indicates that females often display a greater willingness to participate in studies, which may be influenced by cognitive abilities and societal expectations. Using the Sensory Profile Standardized Assessment Tool, this study investigates gender differences in the integration of children with hearing loss, including age, a strong family, and an education environment. Strong measurement tools and descriptive statistics reveal differences in participant success. Results indicate no significant differences between males and females regarding hearing quality, behavioral responses, or scores. Although mean scores changed little, effect sizes were small to moderate. Possible reasons for these nonsignificant findings include size limitations, within-growth differences, measurement precision issues, gender overlap, and different risk factors. While gender did not significantly impact emotional and behavioral outcomes in children with hearing impairments, subtle differences warrant further investigation. These findings highlight the complexity of individual differences in this group and emphasize the need for a nuanced approach to meet their diverse needs.
Downloads
References
Barrero, J. P., López-Perea, E. M., Herrera, S., Mariscal, M. A., & García-Herrero, S. (2020). Assessment and modeling of the influence of age, gender, and family history of hearing problems on the probability of suffering hearing loss in the working population. International Journal of Environmental Research and Public Health, 17(21), 8041.https://doi.org/10.3390/ijerph17218041
Boers, F., & Lindstromberg, S. (2012). Experimental and intervention studies on formulaic sequences in a second language. Annual Review of Applied Linguistics, 32, 83-110. https://doi.org/10.1017/S0267190512000050
Daniel, Johny & Siddiqui, Nadia. (2023). Special issue: Gender equality and education. Review of Education. https://doi.org/10.1002/rev3.3456
Ensor, A., & Phelps, L. (2019). Gender Differences on the WAIS-R Performance Scale with Young Deaf Adults. JADARA, 22(3), 6.
Freeman M. R. (2023). Linking Language to Action: Enhancing Preschoolers' Communicative Abilities Within Language Stimulation. Language, speech, and hearing services in schools, 54(4), 1308–1322. https://doi.org/10.1044/2023_LSHSS-22-00196
Flynn, J. M., & Rahbar, M. H. (1994). Prevalence of reading failure in boys compared with girls. Psychology in the Schools, 31(1), 66-71. https://doi.org/10.1002/1520-6807(199401)31:1<66::AID-PITS2310310109>3.0.CO;2-J
Geers, A. E., Nicholas, J. G., & Sedey, A. L. (2003). Language skills of children with early cochlear implantation. Ear and hearing,24(1 Suppl), 46S-58S. https://doi.org/10.1097/01.AUD.0000051689.57380.1B
Hettiarachchi, S., Ranaweera, M., & Disanayake, H. L. N. (2021). The effectiveness of using multi-sensory children’s stories on vocabulary development in young deaf and hard-of-hearing children. Deafness & Education International, 23(2), 145-168. https://api.semanticscholar.org/CorpusID:225228505
Oktafianto, K., Masitoh, S., & Hendratno, H. (2018). The effect of multisensory method on
children language development. In Proceedings of the 2nd International Conference on
Education Innovation (ICEI 2018) (pp. 279-282). Atlantis Press. https://doi.org/10.2991/icei-18.2018.61
Downloads
Published
Data Availability Statement
This study helps the reader to know about the multisensory approach for HIC. The research data will be made publicly available. Interested readers may request access from the corresponding author.
Issue
Section
Categories
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International applies to all works published by Journal of Childhood Literacy and Societal Issues. Authors will retain copyright of the work.
