• Diyana Georgieva Trakia University, Bulgaria
  • Gencho Valchev Trakia University, Bulgaria




communicative ability, interpersonal communication, communicative behavior, deaf children


Under certain conditions, associated with the presence of early and significant hearing loss, there are some peculiarities observed in children's interpersonal communication. Their knowledge can serve as a guide for overcoming difficulties and maximizing successful communication. The present study is dedicated to identifying the peculiarities of communicative behavior and the type of interpersonal relationships between children with hearing impairments integrated into mainstream schools. The experiment involved 40 children, divided into two groups:  control group (hearing children) and experimental group (deaf children). The Diagnostic toolkit contains 3 methodologies: the Raven progressive matrices for determining the level of nonverbal intelligence; a test for evaluation of communicative and initiating abilities, the T. Leary's psycho-diagnostic methodology for establishing interpersonal relationships in the subjects studied. The results of the first test revealed that the intellectual profile of 7-9-year-old students was significantly different from that of their hearing peers. The second test also found differences between the hearing and the deaf, but these were not statistically significant. The Leary test clearly showed that in the process of interpersonal communication, deaf children tend to be authoritarian, selfish, aggressive and suspicious of relationships. At the same time, their hearing peers seek to form an altruistic type of personal relationships.

Author Biographies

Diyana Georgieva, Trakia University, Bulgaria

Trakia University, Faculty of Education, Stara Zagora, Bulgaria

Gencho Valchev, Trakia University, Bulgaria

Trakia University, Faculty of Education, Stara Zagora, Bulgaria


American National Standards Institute (1996). American National Standard Specification for Audiometers. (ANSI S3.6-1996), New York: ANSI.

Bat-Chava, Y., Martin, D., & Kosciw, J. G. (2005). Longitudinal improvements in communication and socialization of deaf children with cochlear implants and hearing aids: Evidence from parental reports. Journal of Child Psychology and Psychiatry, 46, 1287-1296. Crocker, S. & Edwards, L. (2004). Deafness and additional difficulties. In S. Austen & S. Crocker (Eds.) Deafness in Mind, pp.252-269. London: Whurr Publishers Ltd.

Horns, M. & Chassin, J. (2009). Attentional patterns in deaf and hearing infants: The role of auditory cues. Journal of Child Psychology and Psychiatry, 46, 1116-1123.

Jeanes, R.C., Nienhuys, T. & Rickards, F. (2000) The pragmatic skills of profoundly deaf children. Journal of Deaf Studies and Deaf Education, 5(3), 237-247.

Klaudia, K. (2013). The benefits of sign language for deaf children with and without cochlear implant (s), European Scientific Journal, 4, 341-349.

Krivitski, E. C., McIntosh, D. E., Rothlisberg, B., & Finch, H. (2004). Profile Analysis of deaf children using the Universal Nonverbal Intelligence Test, Journal of Psychoeducational Assessment, 22 (4), 338-350.

Liebal, K., Behne, T., Carpenter, M. & Tomasello, M. (2009). Infants use shared experience to interpret pointing gestures. Developmental Science, 12, 264-271.

Marschark, M. (1993). Psychological Development of Deaf Children. Oxford: Oxford University Press.

Neminska, R. (2018). Reflection technology for developing pedagogical competences in intercultural education environments, Educational forum, 4, 3-9.

Nunes, T., Pretzlik, U. & Olsson, J. (2001). Deaf children’s social relationships in mainstream schools. Deafness and Education International, 3(3), 123-136.

Remmel, E. & Peters, K. (2009). Theory of mind and language in children with cochlear implants. Journal of Deaf Studies and Deaf Education, 14, 218-236.

Rieffe, C. (2012). Awareness and regulation of emotions in deaf children, British Journal of Developmental Psychology, 30 (4), 477-492.

Teneva, M. (2018). Professional characteristics and qualities of the teacher, Pedagogy, 90 (2), 194 -204.

Shivacheva-Pineda, Iv. (2019). Teacher's professional-personal reflection, Pedagogy, 91 (5), 615-625.

Stinson, M., & Liu, Y. (1999). Participation of deaf and hard-ofhearing students in classes with hearing students. Journal of

Deaf Studies and Deaf Education, 4, 191–202.

Zhelyazkova, Zl. (2018). Application of strategies for increasing the effectiveness in foreign language learning. Yearbook of the Faculty of Education, Trakia University, 15, 89-104.




How to Cite

Georgieva, D. ., & Valchev, G. (2020). SPECIFIC FEATURES OF INTERPERSONAL COMMUNICATION IN DEAF CHILDREN. Proceedings of CBU in Social Sciences, 1, 81-87. https://doi.org/10.12955/pss.v1.51
صندلی اداری سرور مجازی ایران Decentralized Exchange
فروشگاه اینترنتی صندلی اداری جوراب افزایش قد ژل افزایش قد