Empowering Exceptional Children

Empowering Exceptional Children

Meta-Analysis of the Effectiveness of Social-Emotional Learning in Students with Hearing Loss

Document Type : Original Article

Authors
Marzieh Rahmani 1
Mohammad Ashori 2
1 Ph. D. student of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
2 Associate Professor Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.
10.22034/ceciranj.2025.514585.1951
Abstract
The present study aimed to conduct a meta-analysis on the effectiveness of social-emotional learning (SEL) in students with hearing loss. Due to communication barriers, social isolation, and differences in emotional intelligence compared to their hearing peers, these students require specialized support in social and emotional domains. This research employed a meta-analytic methodology. The statistical population included national and international peer-reviewed articles related to SEL. Studies were selected based on methodological quality criteria (research design, sample population, sampling method, measurement tools, statistical analysis, and instrument validity and reliability) and thematic relevance. Ultimately, 13 studies (4 in Persian and 9 in English) with valid quantitative data were included in the meta-analysis. The findings indicated that SEL had a significant impact on students with hearing impairments. The combined effect size derived from the data was 0.58, which was statistically significant at p < .01. This value reflects a moderate effect size for SEL interventions in this population. Based on these findings, it can be concluded that SEL plays a crucial role in enhancing the social and emotional skills of students with hearing impairments. Therefore, incorporating SEL programs into the education and rehabilitation of these students is strongly recommended.
Keywords
Hearing Loss
Social Emotional Learning
Social Isolation

Subjects

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  • Receive Date 11 January 2025
  • Revise Date 21 May 2025
  • Accept Date 24 May 2025