Specificity of the Cognitive Status of Students with Hearing Impairment: Implications for Inclusive Education

Abstract

Specificity of intelligence, attention and memory were studied in students with hearing impairment (26 individuals). This group shown less indicators of verbal intelligence and speed of selection of visually presented information as compared to the normal hearing group (28 individuals). Higher index of figurative and spatial intelligence, comparing to the verbal component of intelligence in the group with hearing impairments indicate the development of compensatory effect in visual functions. The smaller effect of proactive interference with a greater time of executive control in students with hearing impairments compared with the control group indicates a lack of development of the inhibitory functions of the prefrontal cortex.