Question Six:

"What’s a mother (or father) to do?"

How can socialization be fostered in the home?





References:

Antia, S., Kreimeyer, K., and Eldredge, N. (1993). Promoting social integration between young children with
    hearing impairments and their peers. Exceptional Children, 60, 262-275.

Higgins, P. and Nash, J. (1996). Understanding deafness socially: Continuities in research and theory. Charles C.
    Thomas, Springfield, Ill.

Lederberg, A., Ryan, H., and Robbins, B. (1986). Peer interaction in young deaf children: The effect of partner
    hearing status and familiarity. Developmental Psychology, 22, 691-700.

Odom, S., McConnell, S., and McEvoy, M. (1992). Social Competence of Young Children with Disabilities. Maryland: Paul H. Brooks Publishing.

Summary of findings:


 

Insights:

Parents have so many responsibilities—assisting in language development, speech development, auditory training, as well as the social development of their child. Their role is exhausting! Despite all of this intervention, they desire normalcy in their child’s life. Socialization is normal and parents hope for social opportunities for their child, with hearing children as well as with hearing impaired peers. Development of social skills for life is critical—for relationships with all people. If parents can hold their hearing impaired children to the same social expectation as any other child—sharing, taking turns, assisting others—these children will grow into fully capable adults. Their encouragement will foster an expectation that can go a long way toward their goal of full inclusion in all of life’s experiences.
 
 

Additional Resources:

Adams, John. (1997). You and Your Deaf Child. Gallaudet University Press, Washington, D.C.

Medwid, D. and Weston, D. (1995). Kid-Friendly Parenting with Deaf and Hard of Hearing Children. Gallaudet
    University Press, Washington, D.C.

Naiman, D. and Schein, J. (1978). For Parents of Deaf Children. National Association of the Deaf, New York.

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