Emotional states of hearing children of deaf adults in interpretation for deaf parents

2013 ◽  
Vol 56 (3) ◽  
pp. 249-257
Author(s):  
Mami Nakatsu ◽  
Eiko Hirota
Keyword(s):  
Emotional States ◽  
Deaf Parents ◽  
Deaf Adults ◽  
Hearing Children

Child and Parent Development in Deaf Families

1988 ◽  
Vol 12 (1) ◽  
pp. 34-39 ◽  
Author(s):  
Robert Stom ◽  
Susan Daniels ◽  
Elaine Jones
Keyword(s):  
Structured Interviews ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Hearing Parents ◽  
Family Constellation ◽  
Deaf Parents ◽  
Deaf Adults ◽  
Written Form ◽  
Hearing Children ◽  
Parent Development

This study was conducted to identify the strengths and needs of deaf adults as parents of 7–18 year old hearing children. A cross sectional, descriptive design was used to gather data from a convenience sample of nineteen pairs of deaf parents and their hearing children. The Parental Strengths and Needs Inventory was administered to children in written form and to their parents in sign language via videotape along with structured interviews. Contrary to anecdotal reports about his family constellation, total and subset scores for both groups revealed above average parental success. Comparison of parents’ and children’s scores on parallel forms of the instrument indicated no significant differences, this supporting validity of parents’ scores. Interview responses compared with the content of PSNI revealed that deaf parents share the concerns of normal hearing parents but had additional concerns specific to deafness not addressed by the instrument.

scholarly journals Hearing children of Deaf parents: Gender and birth order in the delegation of the interpreter role in culturally Deaf families

2018 ◽  
Vol 7 ◽  
Author(s):  
Nomfundo F. Moroe ◽  
Victor De Andrade
Keyword(s):  
Birth Order ◽  
South African ◽  
Snowball Sampling ◽  
Older Children ◽  
Deaf Parents ◽  
Deaf Adults ◽  
Interview Format ◽  
Culturally Deaf ◽  
Hearing Children

Background: Culturally, hearing children born to Deaf parents may have to mediate two different positions within the hearing and Deaf cultures. However, there appears to be little written about the experiences of hearing children born to Deaf parents in the South African context.Objective: This study sought to investigate the roles of children of Deaf adults (CODAs) as interpreters in Deaf-parented families, more specifically, the influence of gender and birth order in language brokering.Method: Two male and eight female participants between the ages of 21 and 40 years were recruited through purposive and snowball sampling strategies. A qualitative design was employed and data were collected using a semi-structured, open-ended interview format. Themes which emerged were analysed using thematic analysis.Results: The findings indicated that there was no formal assignment of the interpreter role; however, female children tended to assume the role of interpreter more often than the male children. Also, it appeared as though the older children shifted the responsibility for interpreting to younger siblings. The participants in this study indicated that they interpreted in situations where they felt they were not developmentally or emotionally ready, or in situations which they felt were better suited for older siblings or for siblings of another gender.Conclusion: This study highlights a need for the formalisation of interpreting services for Deaf people in South Africa in the form of professional interpreters rather than the reliance on hearing children as interpreters in order to mediate between Deaf and hearing cultures.

scholarly journals Views from the borderline: Extracts from my life as a coloured child of Deaf adults, growing up in apartheid South Africa

2019 ◽  
Vol 8 ◽  
Author(s):  
Jane Harrison ◽  
Brian Watermeyer
Keyword(s):  
South Africa ◽  
Life Experiences ◽  
The Body ◽  
Role Reversal ◽  
Life World ◽  
Hearing Child ◽  
Deaf Parents ◽  
Deaf Adults ◽  
Auto Ethnography ◽  
Hearing Children

Background: Over 90% of Deaf parents have hearing children, but there are very few, if any, studies that have explored the life worlds of hearing children of Deaf adults (CODAs) in South Africa. This article is an account of part of the life experiences of a female hearing child who was born and raised by her Deaf parents in apartheid South Africa in the 1980s.Objectives: This study used auto-ethnography to explore the socialisation of a female coloured CODA during the height of South Africa’s apartheid era, in order to shed light on intersectional influences on identity and selfhood. The study was intended to contribute to the limited knowledge available on the life circumstances of CODAs in Global South contexts.Methods: Evocative auto-ethnography under a qualitative research paradigm was used to explore the life world of a now adult female hearing child of Deaf parents. Her thoughts, observations, reflections and involvements are articulated in a first person written narrative that is presented in this article. A thematic analysis approach was used to analyse data, and the themes that emerged are: (1) CODAs as language brokers, (2) being bilingual and trilingual, (3) being bicultural, (4) role reversal and parentification and (5) issues of identity. A discussion of these themes is interwoven with the literature, in an effort to provide a rich and robust analysis that contributes to the body of knowledge.Results: Multiple identity markers that include disability, gender, race, age, nationality, culture and language intersect to frame the life world of a hearing child of Deaf parents who grew up in the apartheid era in South Africa. The result is both positive and negative life experiences, arising from being located simultaneously in both a hearing and Deaf world.Conclusion: This study suggests that, in part, the life world of a hearing child of Deaf parents is multi-layered, multidimensional and complex; hence, it cannot be presented with a single description. Recommendations that inform policy and practice are outlined in the concluding section of the article.

scholarly journals The Source of Palm Orientation Errors in the Signing of Children with ASD: Imitative, Motoric, or Both?

2020 ◽  
Vol 10 (5) ◽  
pp. 268
Author(s):  
Aaron Shield ◽  
Megan Igel ◽  
Kristina Randall ◽  
Richard P. Meier
Keyword(s):  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Longitudinal Case Study ◽  
Children With Asd ◽  
Deaf Parents ◽  
Single Child ◽  
Hearing Children ◽  
Reversal Errors

Palm orientation reversal errors (e.g., producing the ‘bye-bye’ gesture with palm facing inward rather than outward as is customary in American culture) have been documented in the signing of deaf and hearing children with autism spectrum disorder (ASD) and in the imitation of gestures by signing and non-signing children with ASD. However the source of these unusual errors remains opaque. Given that children with ASD have documented difficulties with both imitation and motor skills, it is important to clarify the nature of these errors. Here we present a longitudinal case study of a single child with ASD, a hearing, signing child of Deaf parents. Samples of the child’s signing were analyzed at ages 4;11, 6;2, 10;2, and 14;11. Lexical signs and fingerspelled letters were coded for the four parameters of sign articulation (handshape, location, movement, and palm orientation). Errors decreased for handshape, location, and movement after age 4;11, but increased on palm orientation from 4;11 and remained high, exceeding 55% of signs by 14;11. Fingerspelled letters contained a large proportion of 180-degree reversals, which suggest an origin in imitation differences, as well as midline-facing errors, suggestive of a motor origin. These longitudinal data suggest that palm orientation errors could be rooted in both imitation differences and motoric difficulties.

Some Phonological Characteristics of the Speech of Normal-Hearing Children of Deaf Parents

1985 ◽  
Vol 28 (4) ◽  
pp. 466-474 ◽  
Author(s):  
Naomi B. Schiff-Myers ◽  
Harriet B. Klein
Keyword(s):  
Normal Hearing ◽  
Phonological Processes ◽  
Deaf Parents ◽  
Similarities And Differences ◽  
Hearing Children ◽  
Speech Model ◽  
Stress Patterns ◽  
Normal Speaking

Articulation and stress patterns of 5 hearing children of deaf parents were studied. The children's phonological processes were compared with those of children from normal-speaking homes and with those of their deaf mothers to identify similarities and differences. The phonological processes used most frequently by these children were those that have been identified as common processes among children from hearing homes. None of the children adopted, with any frequency, the less typical productions found in their mother's speech. This was also true for one of the children who was observed to produce articulation and stress patterns resembling "deaf" speech. Possible factors relating to the children's adoption of the standard speech model rather than deaf speech are discussed.

Social support in developing verbal communication for hearing children in the narratives of deaf parents

2020 ◽  
Vol 49 (3) ◽  
pp. 79-93
Author(s):  
Małgorzata Zaborniak-Sobczak
Keyword(s):  
Social Support ◽  
Family Life ◽  
Verbal Communication ◽  
Third Parties ◽  
The Social ◽  
Deaf Parents ◽  
Hearing Children ◽  
Speech Therapists

The article discusses the meaning of communication for family life, and then shows the importance of the social support process in developing this communication in the lingual environment created by deaf parents bringing up hearing children. The participation of third parties seems to be necessary here, above all the closest hearing relatives – such as grandparents, and also specialists – speech therapists and teachers.

Narrative competences of Deaf children in German Sign Language

2009 ◽  
Vol 12 (2) ◽  
pp. 113-160 ◽  
Author(s):  
Claudia Becker
Keyword(s):  
Conversation Analysis ◽  
Sign Language ◽  
Language Proficiency ◽  
Deaf Children ◽  
Cognitive Approach ◽  
Narrative Skills ◽  
Deaf Adults ◽  
Everyday Interaction ◽  
Hearing Children ◽  
German Sign Language

Hearing children acquire discourse competences like storytelling through everyday interaction and are systematically supported in this process by adults. In contrast, deaf children in Germany often lack appropriate interlocutors with German Sign Language proficiency in family or school. The focus of our research is on narrative competences in deaf children and on the consequences of the lack of interlocutors on the acquisition of these competences. We carried out three studies to examine narrative skills of deaf children aged 8 to 17. We collected data from dyadic conversations with deaf adults and analyzed this data against the background of a cognitive approach to language acquisition and of conversation analysis. From a developmental perspective, our results indicate that the narrative competences of most of the tested non-native signing children have not developed as would be appropriate for their age. From an interactive perspective, deaf adults cooperate with the children in telling their stories by using different strategies.

Hearing children of deaf parents – a new social work client group?

2017 ◽  
Vol 20 (6) ◽  
pp. 846-857 ◽  
Author(s):  
Eva Klimentová ◽  
Vít Dočekal ◽  
Kristina Hynková
Keyword(s):  
Social Work ◽  
Client Group ◽  
Deaf Parents ◽  
Hearing Children
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