Self-esteem assessment in hearing impaired school pupils at different educational settings in Alexandria, Egypt.

Elmoazen, Doaa; Yosef, Somaya; Elmaghraby, Riham; Ghareeb, Hoda; Mourad, Mona

doi:10.21608/ejentas.2020.26838.1191

Self-esteem assessment in hearing impaired school pupils at different educational settings in Alexandria, Egypt.

Articles in Press

Document Type : Original Article

Authors

¹ Audiovestibular Unit, Department of Otorhinolaryngology, Faculty of Medicine, Alexandria University, Alexandria, Egypt

² Phoniatrics Unit, Department of Otorhinolaryngology, Faculty of Medicine, Alexandria University, Alexandria, Egypt

³ Department of Public health, Preventive and Social Medicine, Faculty of Medicine, Alexandria University, Alexandria, Egypt

10.21608/ejentas.2020.26838.1191

Abstract

Objectives: To assess self-esteem and self-perception of the hearing impaired (HI) pupils in different educational settings and identify the educational and communication problems according to teachers` opinion. Methods: A descriptive cross-sectional study was conducted in Alexandria, Egypt during school year (2016/2017) on 200 HI pupils; 100 from integration schools, 100 from special schools for deaf and 200 normal hearing pupils. All enrolled in primary and preparatory schools. The database was collected from the pupils’ records after permission of authorities. Complete history was taken, self-esteem was assessed using Arabic version of Rosenberg self-esteem scale. Tailored questions about pupils' perception of physical appearance with device, language skills, social communication and the opinion of teachers were taken. Results: The study found that self-esteem (SE) scores were significantly lower among integration schools pupils. Scores of total pupils' perception were significantly higher for special schools pupils than integration schools. There was a significant negative correlation between SE and age. Boys had significantly higher SE than girls. No significant correlation between SE and degree of HL was found while there was a significant negative correlation between SE and the duration of device use for pupils in special schools. No significant relation was found between SE and type of device (hearing aid and cochlear implant). Conclusions: Pupils attending special schools for deaf have higher SE and better pupils' perception compared to integration schools. SE was correlated to age, gender and duration of device use.

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