Audiol. 2012;21(2):57-65.
Downloaded from aud.tums.ac.ir at 8:43 IRDT on Friday June 16th 2017
Research Article
Evaluation of semantic aspect of language in students of
ordinary, integrated and special schools
Atusa Rabiee, Ali Ghorbani
Department of Speech therapy, School of Rehabilitation, Tehran University of Medical Sciences, Iran
Received: 23 August 2011, accepted: 3 December 2011
Abstract
Background and Aim: Children with severe and profound hearing loss have difficulties in
communicating with others and educating at school. Effects of learning environment on children’s
language skills have been recently focused and educating those students in ordinary schools has been
proposed. According to this view, we compared perception of antonyms and synonyms as a semantic
aspect of language in students of ordinary, integrated and special schools.
Methods: It was an analytic cross-sectional study. Three groups of students were enrolled: normalhearing students of ordinary schools and hearing-loss students of integrated and specials schools. Each
group consisted of 25 students in fifth grade of elementary schools in Tehran city. Two written tests
were used. Subjects wrote synonyms and antonyms for each word in the tests.
Results: Results denoted significant differences between scores of normal-hearing and hearing-loss
students and also between hearing-loss students of integrated schools and hearing-loss students of
special schools (p<0.05). In all three groups of the students, perception of antonyms was better than
antonyms (p<0.001). Speech processing rate in normal-hearing students were higher than both groups
of hearing-loss students (p<0.001).
Conclusion: The differences between normal-hearing and hearing-loss students shows that similar to
other language skills, perception of synonyms and antonyms as a semantic aspect of speech is related
to the hearing conditions and type of education. Moreover, the differences between two groups of
hearing-loss students represent that speech stimulants and interaction with normal-hearing children
could improve semantic aspect of speech in hearing-loss students.
Keywords: Hearing loss, students, semantics
Corresponding author: Department of Speech therapy, School of Rehabilitation, Tehran University of Medical Sciences,
Nezam Alley, Shahid Shahnazari St., Madar Square, Mirdamad Blvd., Tehran, 15459-13487, Iran. Tel: 009821-222280512 ext 157, E-mail: [email protected]
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