Abstract
Deaf children at three age levels in a school only for the deaf were compared with their deaf and hearing peers in a school for both deaf and hearing children on two Piagetian tasks assessing mental development. Segregated deaf lagged behind integrated deaf children, whereas no differences were found between integrated deaf and hearing children. These findings were discussed in terms of their relevance for assessing: (1) educational influences on mental development, and (2) the relationship between intellectual (operational) and linguistic (figurative) development.
| Original language | English |
|---|---|
| Pages (from-to) | 29-36 |
| Number of pages | 8 |
| Journal | Journal of Communication Disorders |
| Volume | 6 |
| Issue number | 1 |
| DOIs | |
| State | Published - 1973 |