SEVENTY-FOUR ADOLESCENTS WITH HEARING IMPAIRMENT, ENROLLED IN PUBLIC AND RESIDENTIAL SCHOOLS, COMPLETED SELF-EVALUATIONS OF THEIR SOCIAL SKILLS. THE SELF-RATINGS WERE COMPARED ACCORDING TO EDUCATIONAL SETTING AND MODE OF COMMUNICATION. PUBLIC SCHOOL STUDENTS RATED THEIR SOCIAL SKILLS HIGHER THAN DID RESIDENTIAL STUDENTS. THE FINDINGS ARE DISCUSSED RELATIVE TO PREVIOUS STUDIES, INFLUENTIAL VARIABLES, AND IMPLICATIONS FOR SOCIAL DEVELOPMENT AND INTERVENTION AMONG YOUTH WITH HEARING IMPAIRMENT.
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