The sociometric position of a hearing impaired child of grades I–III in a mainstream primary school

Abstract

The text addresses issues related to the sociometric position occupied by a hearing-impaired pupil in a generally accessible classroom at a younger school age. The authors present the results of a sociometric study carried out with the use of classical sociometric technique, a plebiscite of kindness and reluctance, Guess who? and sociometric self-assessment, in a class group attended by a student with hearing dysfunctions.