2 research outputs found
Self-esteem of deaf and hard of hearing students in regular and special schools
No full textIn the theoretical part of the thesis is clarified the difference between self-concept and self-esteem. Self-concept is defined as a set of relations which the individual establishes on the conscious or unconscious way with oneself. On the other hand, self-esteem represents valuable relationship to oneself. It is clarified how their development is influenced by various factors - family, kindergarten, school, age and gender.
The following part defines the characteristics of the deaf, who do not hear the sounds and voices from the environment, and hard of hearing people, who are receiving sounds only partially. Special attention is paid to their education, which may take place in regular schools or in special institutions.
The theoretical part is concluded with knowledge of self-concept and self-esteem of deaf and hard of hearing adolescents, which can be deduced from the existing literature.
The empirical part focuses on analyzing and interpreting the results of research carried out between deaf and hard of hearing young people who are educated in regular elementary and secondary schools and those who attend the institute for the deaf and hard of hearing children. I wanted to determine what is the self-concept of deaf and hard of hearing students at the primary and secondary school in general, but also whether there are differences depending on the institution they attend and what impact on self-concept have age and gender.
The results indicate that interviewees’ self-concept generally includes the mean values between high and low self-concept. We were unable to prove the gender differences. Furthermore there were no significant differences between secondary students in regular school and in the institutional school as well as between pupils and secondary students involved in the institutional school. However, there were notable - but still non-dominant- differences between self-concept of pupils in regular primary school and pupils in the institutional primary school, as well as between pupils and secondary students who attend regular schools.
The final part of the thesis consists of analyzing this hypothesis and also suggestions given for the possible improvement of future research
