The Social Adjustment of Deaf Adolescents in Segregated, Partially Integrated, and Mainstreamed Settings

This study examined the social adjustment of deaf adoles cents enrolled in segregated (n = 39), partially integrated (n = 15), and mainstreamed (n = 17) settings, comparing them with a control group of hearing students (n = 88). Seg regated students showed the lowest levels of adjustment over all. Partially integrated students reported better adjustment than mainstreamed students with deaf peers; mainstreamed students reported better adjustment than partially integrated students with hearing peers, showing the same levels of ad justment with hearing peers as hearing students. Regardless of placement, deaf students reported better or equal adjust ment with deaf than with hearing peers. Social adjustment with deaf peers was related to American Sign Language (ASL) skill and adjustment with hearing peers to spoken English. These findings suggest that deaf students can bene fit from both segregated and integrated placements as com plementary forms of social experience that each contribute to overall adjustment.