A deaf child born to deaf parents adapt language normally, because the parents know how to relate to their child. However, a deaf child born to hearing parents, who have no prior exposure to the deaf culture, struggle to learn how to communicate with their child. The absence of communication will interfere with a child’s development (Easterbrooks & Baker 2002). Hearing parents do try their best, but there are things a deaf child needs. The knowledge of visual and spatial relationships is a skill most hearing parents do not understand, however their child will need that understanding (Easterbrooks & Baker 2002).
Hearing and deafness: An introduction for health and educational professionals. Sudbury, MA: Jones and Bartlett Learning. Paul, P., & Jackson, D. (1993) Toward a psychology of deafness: Theoretical and empirical perspectives. Boston: Allyn & Bacon. Snow, C., Burns, N., & Grilfin, P. (1998).
The deaf community is made up of a combination of people. Deaf of Deaf – deaf children born to deaf parents Deaf or hard of hearing– people with audiological deficiencies CODAs – hearing children of deaf adults Laten deaf – people who lose their hearing later in life Interpreters – people who facilitate language between deaf and hearing people Hearing – people who can hear Although these are all members within the deaf community, they are not all alloted a place within the American Deaf culture. Deaf of Deaf are at the center of the culture. They are the people who have benefited from having deaf parents, experiences from residential schools, and ASL as their native language. Hearing people ca... ... middle of paper ... ...n. "Culture and Empowerment in the Deaf Community: An Analysis of Internet Weblogs."
), Advances in the Development of Spoken Language by Deaf Children. New York: Oxford University Press. Lane, H. Hoffmeister, and R. Bahan, B., A Journey into the Deaf-World (San Diego, Calif.: DawnSign Press, 1996), pp. 18, 24-5. Dolnick, “Deafness as culture,” p.38
A recent research article by Gillam, Peña, Bedore, Bohman and Mendez-Perez (2013) examined the accuracy of the current EpiSLI testing model for bilingual children with specific language impairment (SLI). Additionally, it explored whether the current EpiSLI model could be modified to give better results in the diagnosis of SLI in bilingual children. Gillam et al. (2013) recruited and screened 1,192 kindergarteners identified as English Language Learners (ELLs), using a bilingual screener to evaluate each child's grasp of both English and Spanish. A follow up study was conducted when the children reached first grade.
(1999). Sign-language interpretation in psychotherapy with deaf patients. American Journal of Psychotherapy. 53, 2. Health Module.