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Social Support at School for Students with Sensory Disabilities

Author

Listed:
  • Roberta Fadda

    (Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy)

  • Tiziana Piu

    (Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy)

  • Sara Congiu

    (Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy)

  • Doxa Papakonstantinou

    (Department of Educational and Social Policy, University of Macedonia, 54636 Thessaloniki, Greece)

  • Giulia Motzo

    (Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy)

  • Cristina Sechi

    (Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy)

  • Loredana Lucarelli

    (Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy)

  • Ilaria Tatulli

    (Department of Literature, Languages and Cultural Heritage, University of Cagliari, 09123 Cagliari, Italy)

  • Maria Luisa Pedditzi

    (Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy)

  • Donatella Rita Petretto

    (Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy)

  • Ana Sofia Freire

    (Instituto de Educação, University of Lisboa, 1649-013 Lisboa, Portugal)

  • Konstantinos Papadopoulos

    (Department of Educational and Social Policy, University of Macedonia, 54636 Thessaloniki, Greece)

Abstract

Social support is the gratification of basic social needs (affection, belonging, esteem or approval, security, identity) through interaction with others. Social support at school allows students to perceive themselves as competent during learning and to enjoy school in general. Little is known about social support at school for students with sensory disabilities. This review aims to synthesize findings from studies examining social support at school for students with hearing and visual impairments. A search of computerized databases was supplemented by a manual search of the bibliographies of the main publications. The synthesis of the literature suggests that all students need adequate support devices in class and properly trained support teachers. However, visually impaired students are more likely to have access to resources compared to those with hearing impairments. Students with visual impairments attending regular schools are more positive about the availability of resources than those with hearing impairments attending special schools. Overall, senior secondary school students indicate higher resource availability than junior secondary school ones. Still, very few studies have investigated social support for students with sensory disabilities. Thus, further research is needed to confirm these results.

Suggested Citation

  • Roberta Fadda & Tiziana Piu & Sara Congiu & Doxa Papakonstantinou & Giulia Motzo & Cristina Sechi & Loredana Lucarelli & Ilaria Tatulli & Maria Luisa Pedditzi & Donatella Rita Petretto & Ana Sofia Fre, 2024. "Social Support at School for Students with Sensory Disabilities," IJERPH, MDPI, vol. 21(8), pages 1-21, August.
    • Handle: RePEc:gam:jijerp:v:21:y:2024:i:8:p:1071-:d:1456974
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    References listed on IDEAS

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    1. Luciano Bubbico & Saverio Bellizzi & Salvatore Ferlito & Antonino Maniaci & Raffaella Leone Guglielmotti & Giulio Antonelli & Giuseppe Mastrangelo & Luca Cegolon, 2021. "The Impact of COVID-19 on Individuals with Hearing and Visual Disabilities during the First Pandemic Wave in Italy," IJERPH, MDPI, vol. 18(19), pages 1-20, September.
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