Académique Documents
Professionnel Documents
Culture Documents
Definitions
Hearing Children Deaf Parents (HCDPs) CODA organization founded in 1983 Children of Deaf Adults (CODA) Kids of Deaf Adults (KODA) Natives
Prevalence
Native community makes up approximately 5-10% of the deaf community 90% of the deaf population will marry another individual who is deaf 85-90% of those couples have hearing children
Assessment
Children are bicultural and bilingual Assessment is similar to that of children born to families where English is a second language. Must keep in mind theories of second language acquisition
Assessment
Must present with a significant language delay in their dominant language Clinicians must be fluent in both languages Sign is often displayed and used prior to the acquisition of spoken language due to developmental maturation
Assessment
Must take into consideration English proficiency Children with limited proficiency in English cannot be compared to a monolingual English speaker in the social-emotional, academic, cognitive, or communication domainshowever can be compared to his or her culturally and linguistically matched peers (Connecticut Birth to Three System, 1998, p.6).
Assessment
A preference for sign, especially in the early years, is no cause for concern May present as causes for concern:
Childs motivation for spoken English Attitude toward spoken English Interaction with English-speaking peers
Stigmatization
Effects:
Children may neglect to inform others of their parents hearing capabilities Children may be reluctant to bring friends home, attend school family activities and parent teacher nights
Effects
Children may be unwilling to perform or acknowledge sign in public places Community members may place unnecessary pity on children of deaf parents Overt outsider interest in the capability of this specific family dynamic
Effects
Assumptions that children of deaf parents are delayed or deaf Responses to everyday stigmatizations may cause the child to feel further lost in their cultural and lingual differences
Assistive Technology
Teletypewriter TTY, close-captioning on television sets, hearing dogs, interpreters and lip reading
Parental Issues
The bond developed through the childs acquisition of language is shared between the parent and a hearing models Mediating the school system Dealing with teacher misconceptions Social experiences between deaf parents and parents of hearing peers Lost sense of parental identity
Professional Literature
Dummys Little Girl In Silence: Growing up Hearing in a Deaf World
Support Groups
In person Online
References
Connecticut Birth to Three System. (1998). Connecticut Birth to Three System: Service GuideThree: Children Referred for Speech Delays: Evaluation Assessment and Intervention Guidelines for Service Providers and Families of Young Children Whose Delays in Communication are a Primary Concern. Connecticut State Department of Mental Retardation, Hartford. Retrieved October 10, 2006 from ERIC database. www.brith23.org Evans, C. & Zimmer, K. (1993). Kids are Bi-Bi: Sign Talk Development Project. Retrieved October 10, 2006 from ERIC database. Filer, R. D., & Filer, P. A. (2000). Practical Considerations for counselors working with hearing children of deaf parents. Child Development and Adolescent Studies, 78 (1). Retireved September 21, 2006 from EBSCO Host database. Moore, S.M., & Beatty, J. (1995). Developing cultural competence in early childhood assessment. Boulder, CO: University o Colorado at Boulder. Preston, P. (1994). Mother father deaf: Living between sound and silence. Cambridge, MA: Harvard University Press. Singleton, J. L., & Tittle, M. D. (2001). A guide for professionals serving hearing children with deaf parents. Retrieved September 20, 2006, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/ 22/c3/90.pdf