Teachers' ratings of the social-emotional adjustment of four groups of preschool children were collected: deaf children with additional handicaps; deaf children without additional handicaps; hearing children with other handicaps; and hearing children without other handicaps. Additionally handicapped deaf children and hearing children with other handicaps were seen as significantly less adjusted than their less handicapped peers. Deaf-only children and hearing children without handicaps differed very little from each other. In terms of developmental skills, the most handicapped group of children scored significantly below the other three groups. Individual items are presented where differing patterns appear, and the implications of the findings are discussed.
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