Abstract
The development and adaptation of deaf children and their families is an area of study that is fascinating and complex. Having a significant hearing loss may have radically different consequences for the child and his or her family, depending on such factors as the hearing status of the child’s parents, the etiology of deafness, the age at which deafness occurred, the type of communication approach(es) adopted by the family, the type of schooling that is selected, and the amount and nature of contact that both the deaf child and his or her parents have with other deaf children and adults. All of these factors (and more) will influence how the child and family perceive deafness and its social, educational, and vocational consequences.
What is it like to be a small child, In a school, in a room void of sound— With a teacher who talks and talks and talks; And then when she does come around to you, She expects you to know what she’s said? You have to be deaf to understand. What is it like to be curious, To thirst for knowledge you can call your own, With an inner desire that’s set on fire— And you ask a brother, sister, or friend Who looks in answer and says, “Never Mind”?
You have to be deaf to understand. What is it like to comprehend Some nimble fingers that paint the scene, And make you smile and feel serene, With the “spoken word” of the moving hand That makes you part of the word at large? You have to be deaf to understand. What is it like to “hear” a hand? Yes, you have to be deaf to understand. [excerpts taken from poem by Willard Madsen, professor of journalism, Gallaudet]
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Greenberg, M.T., Lengua, L.J., Calderon, R. (1997). The Nexus of Culture and Sensory Loss. In: Wolchik, S.A., Sandler, I.N. (eds) Handbook of Children’s Coping. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-2677-0_11
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