The Effect of School Inclusion in Improving Reading Skill Learning in Deaf Children with Cochlear Implants – A Comparative Study –

Abstract

This study presents the results of research on the effect of school inclusion in improving the reading learning process among deaf children with cochlear implants. The study sample consisted of 8 deaf children aged between 9 and 12 years, divided into two groups: one group representing deaf children with cochlear implants integrated into mainstream schools alongside typical peers, and another group representing non-integrated deaf children with cochlear implants who attend a school for the hearing-impaired. To answer the study’s questions, we administered the "Holiday Text" reading test (by Saliha Ghellab) to the sample. After presenting and statistically analyzing the results, the findings supported the hypotheses, indicating that there are statistically significant differences in the reading process between integrated and non-integrated deaf children with cochlear implants. Thus, school inclusion has an impact on reading acquisition among deaf children with cochlear implants.