Background: Deafness is a common neural-sensory impairment which leads to lower life quality, withdrawal, social activities reduction, and rejection feeling. So, it is important to plan suitable training programs for mental health promotion of deaf children. Emotional intelligence training is one of these programs. The present study was aimed to determine the effectiveness of emotional intelligence training on the mental health of deaf students.Methods: In this semi-experimental study with pretest and posttest design, General Health Questionnaire (GHQ) was completed in 40 randomly selected boy deaf students with mean age of (12.48) years old before and after the intervention. The aim of the questionnaire was obtaining information of somatic symptoms, anxiety, social dysfunction, and depression as well as general health. The students were assigned in experimental and control group randomly and in equal. Experimental group participated in 12 sessions (each session lasts for 50 minutes; twice a week) and were trained by emotional intelligence program, but control group did not. Multivariate analysis of covariance (MANCOVA) was used for analyzing the data.Results: There was a significant difference (PConclusion: There was a significant decrease in somatic symptoms, anxiety, social dysfunction, depression and increase in general health of experimental group. Our findings showed that emotional intelligence training program led to promote of general health of boy deaf students.Keywords: Deaf students, Emotional intelligence, Mental healthItroductionDeaf person is unable to hear and even understand a loud voice. The hearing threshold of his better ear is 90 decibel (dB) or more and he can hear with or without using hearing aid (1). Hearing impairment is the most frequent sensory deficiency in communities, which affects more than 250 million people in the world (2). Hearing loss affects nearly 15-26% of the world's population, with the highest prevalence in low-income countries (3-4). Deaf people are very heterogeneous populations relating to cognitive, social, and emotional development (1). Hearing impairment coin- cides with inability to communicate, delay in language acquisition, educational disadvantage, social isolation, withdrawal, rejection, depression and anxiety. This factors lead to decrease of mental as well as general health (5). Different countries have provided diverse educational and rehabilitation services (6), although it seems insufficient (7). Therefore, it is important to plan educational programs to increase the mental health of deaf students. Mental health is an important issue which can spark many debates (8). Health means not only lack of illness or disability but also it includes physical and mental situations or social welfare. Mental health is also a state of well-being that person identifies their abilities, can cope with ordinary life stress, work fruitful and productive, and play his role in the environment (9(. As far as, deaf children have limitations in their linguistic skills, they are facing with social and psychological problems. They cannot set up his own relationships with other people, as well as their peers in various situations. These situations will follow with negative subsequences for their health. So, paying attention to the mental health of deaf children is one of the main goals of teaching programs for them (10). Obviously, providing rehabilitation services for deaf people, such as emotional intelligence training is essential for promotion of their mental health (10-11). Unlike the cognitive intelligence, emotional intelligence is not a fixed ability and can be promoted through special training.Massive researches have been done about the effect of emotional intelligence training on mental health of children in different age and groups. …

https://ijph.tums.ac.ir/index.php/ijph/article/download/4379/4028

The Effectiveness of Emotional Intelligence Training on the Mental Health of Male Deaf Students.

Hearing-impaired students tend to face obstacle in communication due to limitations of social-emotional experiences as well as social skills aspect which potentially influenced emotional intelligence, cognitive ability, personality, psychological wellbeing and self-esteem. This study aimed to examine: (i) the level of cognitive ability dimensions, personality traits, psychological well-being dimensions, emotional intelligence dimensions and self-esteem of hearing-impaired students, (ii) the
differences in cognitive ability, personality traits, psychological well-being, emotional
intelligence and self-esteem of the hearing-impaired students according to gender and
parents’ hearing status, (iii) the relationship between cognitive ability dimensions, personality traits, psychological well-being dimensions, emotional intelligence dimensions and self-esteem, (iv) emotional intelligence as a moderating variable and lastly, (v) factors that significantly predict students’ hearing-impaired self-esteem. Respondents were 163 hearing-impaired students from five polytechnics and were selected via simple random sampling. The descriptive and inferential statistics were
analyzed using the Statistical Package for Social Sciences (SPSS). Findings of the study showed that there were significant relationships between variables in the study. There was a significant difference in cognitive ability and self-esteem according to parent’s hearing status. There were also significant relationships between self-esteem and extraversion, agreeableness and conscientiousness. The study also revealed
significant relationships between self-esteem and dimensions of emotional intelligence
(interpersonal and general mood) and dimensions of psychological well-being. Emotional intelligence moderated the relationships between memory, attention, neuroticism, openness, conscientiousness, self-acceptance, autonomy, purpose in life, environmental mastery and personal growth with self-esteem. The findings also showed interpersonal and agreeableness dimensions significantly contributed towards
self-esteem. In conclusion, this study contributed towards enhancing the knowledge
about hearing-impaired students’ self-esteem and its relation to their cognitive ability,
personality traits, psychological well-being and emotional intelligence specifically in the field of developmental psychology and special education area in Malaysia

Relationship between cognitive ability, personality, psychological well-being and self-esteem among hearing-impaired students: The moderating role of emotional intelligence

The Government of Malaysia has embraced international policy guidelines relating to disability equality, including the United Nations Convention on the Rights of Persons with Disabilities. Its aim is to ensure that 75% of children with disabilities are included in mainstream classrooms by 2025 as part of a wider agenda to eliminate discrimination against people with disabilities. Including deaf children on an equal basis in the linguistically diverse, exam-oriented Malaysian school system is an ambitious and complex task given the difficulties they face in developing effective language and communication skills. The data presented here are taken from a larger study which explored teachers’, head teachers’, parents’, and children’s experiences of inclusion through in-depth interviews in three Malaysian schools. The study design was informed by a framework developed in the UK to guide best practice of educating deaf children in mainstream schools and focused specifically on the learning environment. This article presents contrasting educational experiences of two deaf adults, and then considers the experiences of four deaf children in their government-funded primary schools. A series of inter-related dimensions of inclusion were identified—these include curricular, organisational, social, acoustic and linguistic dimensions, which impact upon children’s ability to communicate and learn on an equal basis. Poor maintenance of assistive technology, insufficient teacher training and awareness, inflexibility of the education system, and limited home-school communication are some of the factors constraining efforts to promote equal participation in learning. There are promising signs, however, of teacher collaboration and the creation of more equitable and child-centred educational opportunities for deaf children.

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Deaf learners' experiences in Malaysian schools: access, equality and communication

Perception of People with Disability in Creating Sustainable Public Policy

Lack of understanding about reproductive health places students with disabilities are at greater risk for sexual harassment. This qualitative research using survey method and aims to obtain information about the needs of developing reproductive health animation media to prevent sexual harassment and deviation in deaf students.. The research was conducted at 14 school of special in Jakarta and West-Java Province with quantitative method. Data was taken from 105 teachers through a questionnaire and analyzed using Huberman and Miles models and the process including data reduction, data display,and verification. The results of this research obtain communication barriers which are the main cause of the ineffectiveness of sex education in deaf students can be overcome by developing reproductive health media for deaf students. Animation media is seen as more interesting and more effective in terms of helping deaf students with more easily understood reproductive health material. The study concludes that learning of reproductive health for deaf students provide a good understanding of sex education in reproductive health. The information presented through reproductive health animation media is also very important to reduce and prevent acts of sexual harassment for deaf students.

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Reproductive Health Animations as Efforts to Prevent Sexual Harassment in Deaf Students

Emotional intelligence among deaf and hard of hearing children

This study aims to identify how to learn sign language by deaf students and the level of mastery of sign language by students and teacher of the deaf at a state school in Melaka. In addition, this research would also like to know the major obstacles faced by deaf students and teachers who learn sign language. The instrument that is used in this study is a questionnaire. The respondents contain 50 deaf students and 10 special education teacher of the deaf. Research instrument contains 4 main parts: demographic, the level of mastery of sign language, way to learn sign language and the challenges and obstacles encountered during the study of sign language. Research findings are analyzed using Statistical Package for the Social Science (SPSS) version 22.0 involving the use of descriptive statistics such as frequency, percentage and mean. Research findings indicate that the level of mastery of sign language for problematic pupils hearing and special education teachers is at mid-level. They completely use (KTBM) Kode Tangan Bahasa Melayu (Hand Code of Malay Language) in their daily teaching and communication. In addition, the way to learn sign language for deaf  student is through the book while special education teachers also learn it through colleagues. The research also found that challenges as well as the obstacles often encountered to learn sign language for deaf students and special education teachers of the deaf are lack of source reference book of sign language. It is suggested that reference materials such as book and ICT are augmented in all integration program and special education of the deaf

http://journal2.um.ac.id/index.php/icsar/article/download/403/615

The Sign Language Learning in Deaf Student and Special Education Teacher in Integration Program of Hearing Problem

Special Education Classroom Infrastructure: Teacher's Views

Academic excellence of students with special needs depends on many factors such as the level of individual intelligence, slow development, the level of hearing loss, vision problems and age at diagnosis. Children who have been identified to undergo continued in the preschool early intervention such as the use of hearing aids, provide training in language and communication, socialization, teaching them how to read and write using Braille, improve motor skills, orientation and mobility to increase student confidence. The findings of previous studies have found the teachers lack the skills, knowledge, experience and the lack of disclosure of the technical conduct of early intervention. Therefore this study was conducted to explore the practice of implementation of early intervention preschool special education towards preparation for school. This study used a qualitative approach with case study design. Data were collected through structured interview techniques and document analysis. The study used purposive sampling involving three preschool special education teachers with learning disabilities, vision and hearing. Data was analyzed using ATLAS. ti 7.1.8.The findings show that there are seven themes identified practices affecting the implementation of early intervention teachers' understanding of early intervention, early intervention program implementation practices, Preschool Special Education curriculum, teacher recruitment, infrastructure, collaboration and monitoring. The implications of these findings suggest that preschool teachers need specialized training in the implementation of early intervention in preschool special education. The Ministry of Education should devise strategies to improve pre-school teachers in order to help special education students toward school supplies.

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Early intervention implementation preschool special education students in malaysia

The training of Special education teachers have been given attention by the Ministry of Education, Malaysia. Since 1996 Special education was given the same priority as other areas in the development of education in Malaysia. In order to implement effective teaching and learning in inclusive program, teachers should be prepared and understand about the program. Therefore, this study is aimed to investigate the knowledge and attitude of special education student teachers to teach in inclusive education programs. This study used questionnaires as an instrument and a sample of 80 trainees from Universiti Pendidikan Sultan Idris. The design of this study was descriptive by using Likert Scale which is tabulated in percentage, frequency and mean score. Based on the data analysis, it is found that the percentage and the readiness of special education trainees are at a high level. However, innovation in teaching and practical training still need to be provided sufficiently in order to provide an opportunity for trainees to get hands on experience.

/pdf/the-readiness-of-special-education-trainees-to-teach-in-3382njf1e5.pdf

Safani Bari

Papers

Emotional intelligence among deaf and hard of hearing children

The Sign Language Learning in Deaf Student and Special Education Teacher in Integration Program of Hearing Problem

Special Education Classroom Infrastructure: Teacher's Views

Early intervention implementation preschool special education students in malaysia

The Readiness of Special Education Trainees to Teach in Inclusive Program.