Exploring Disparities in Emotional Intelligence among Hearing Impaired Students from Segregated and Inclusive Education Systems
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Abstract
Background: Hearing impairment presents unique challenges in the educational and social development of children. Emotional Intelligence (EI) is a key factor in their ability to navigate these challenges effectively. Disparities in EI among hearing-impaired students may vary significantly depending on whether they are educated in segregated or inclusive systems.
Objective: The study aimed to compare the levels of EI in hearing-impaired students attending segregated and inclusive educational institutions in Punjab, Pakistan, to determine how different educational settings influence their emotional competencies.
Methods: A cross-sectional study was conducted involving 742 hearing-impaired students from various secondary and higher secondary schools and universities. The research employed a non-probability purposive sampling technique. Ethical approval was obtained from the Social Sciences Review Committee of the University of Management and Technology (UMT), and all procedures were in line with the Declaration of Helsinki. EI was measured using a standardized scale encompassing dimensions such as Self-Regard, Assertiveness, Empathy, and Stress Tolerance. The Statistical Package for the Social Sciences (SPSS) version 25 was used for data analysis.
Results: Students in segregated settings scored higher in most EI components, with Interpersonal Skill (Mean=3.10, SD=0.63), Self-Regard (Mean=2.69, SD=0.63), and Assertiveness (Mean=2.75, SD=0.60) showing significant differences with p-values of less than .001. Empathy was higher in inclusive settings (Mean=3.16, SD=0.49; p=0.039). Overall EI was higher in segregated settings (Mean=2.81, SD=0.47; p<.001).
Conclusion: The educational setting is a significant determinant of EI levels in hearing-impaired students, with segregated education systems showing more favorable outcomes in EI development, except for Empathy. This insight is crucial for devising educational strategies and healthcare interventions that support the emotional and social well-being of hearing-impaired students.
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