Self-esteem And Self-concept Among Children With Hearing Impairment A Comparative Study

Abstract

This Study Investigates Differences In Self-esteem And Self-concept Between Children With Hearing Impairment (HI) And Their Hearing Peers. A Sample Of 120 Students (60 With Hearing Impairment And 60 Hearing Students), Aged 10–16 Years, Participated In The Study. The Rosenberg Self-Esteem Scale (RSES) And The Tennessee Self-Concept Scale (TSCS) Were Administered Using Accessible Communication Modes, Including Sign-supported And Simplified Language Formats Where Required. A Comparative, Cross-sectional Research Design Was Adopted, And Both Descriptive And Inferential Statistical Techniques Were Employed For Data Analysis. The Findings (illustrative Data) Revealed That Children With Hearing Impairment Scored Significantly Lower On Overall Self-esteem And Academic And Physical Self-concept Domains Compared To Their Hearing Peers. However, No Significant Differences Were Observed In Social And Moral Self-concept Domains. Qualitative Responses Further Indicated That Factors Such As Peer Acceptance, Communication Accessibility, Teacher Attitudes, And Parental Support Played A Crucial Role In Shaping Self-perception Among Children With Hearing Impairment. The Study Emphasizes The Need For Inclusive Psychosocial Support Programmes, Counselling Services, Effective Communication Strategies, And Peer Sensitization Initiatives To Foster Positive Self-esteem And Healthy Self-concept Development Among Children With Hearing Impairment.

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