Parental Hearing Status and Signing among Deaf and Hard of Hearing Students
On average, deaf and hard of hearing school-age children who have deaf or hard of hearing parents differ from those who have hearing- only parents in their signing experiences at home and school, as well as in their degree of hearing loss. The findings reported here, based on an analysis of data fro...
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| Veröffentlicht in: | Sign language studies 2005, Vol.5 (2), p.231-244 |
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| creator | MITCHELL, ROSS E. KARCHMER, MICHAEL A. |
| description | On average, deaf and hard of hearing school-age children who have deaf or hard of hearing parents differ from those who have hearing- only parents in their signing experiences at home and school, as well as in their degree of hearing loss. The findings reported here, based on an analysis of data from the 2001–2002 Annual Survey of Deaf and Hard of Hearing Children and Youth, indicate that having at least one deaf parent is the most powerful indicator of the likelihood that the student is in a home where signing is used regularly and in a classroom where signing is a primary mode of communication used for instruction. Having just one hard of hearing parent (and no deaf parent) greatly reduces the likelihood that the child is receiving instruction in sign language or regularly signs at home. Parental hearing status is also associated with the child’s degree of hearing loss, however; understanding the relationship between parental hearing status and signing experiences must thus be tempered by the fact that the physiological imperative for visual communication is frequently a result of genetic inheritance. |
| doi_str_mv | 10.1353/sls.2005.0004 |
| format | Article |
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The findings reported here, based on an analysis of data from the 2001–2002 Annual Survey of Deaf and Hard of Hearing Children and Youth, indicate that having at least one deaf parent is the most powerful indicator of the likelihood that the student is in a home where signing is used regularly and in a classroom where signing is a primary mode of communication used for instruction. Having just one hard of hearing parent (and no deaf parent) greatly reduces the likelihood that the child is receiving instruction in sign language or regularly signs at home. 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The findings reported here, based on an analysis of data from the 2001–2002 Annual Survey of Deaf and Hard of Hearing Children and Youth, indicate that having at least one deaf parent is the most powerful indicator of the likelihood that the student is in a home where signing is used regularly and in a classroom where signing is a primary mode of communication used for instruction. Having just one hard of hearing parent (and no deaf parent) greatly reduces the likelihood that the child is receiving instruction in sign language or regularly signs at home. Parental hearing status is also associated with the child’s degree of hearing loss, however; understanding the relationship between parental hearing status and signing experiences must thus be tempered by the fact that the physiological imperative for visual communication is frequently a result of genetic inheritance.</description><subject>American Sign Language</subject><subject>Anatomical systems</subject><subject>Audio communications</subject><subject>Audiology</subject><subject>Auditory perception</subject><subject>Children</subject><subject>Children & youth</subject><subject>Classroom communication</subject><subject>Communication</subject><subject>Cued Speech</subject><subject>Data Analysis</subject><subject>Deafness</subject><subject>Elementary education</subject><subject>Hard of Hearing</subject><subject>Hearing disorders</subject><subject>Hearing loss</subject><subject>Hearing tests</subject><subject>Homes</subject><subject>Individualized Education 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hearing school-age children who have deaf or hard of hearing parents differ from those who have hearing- only parents in their signing experiences at home and school, as well as in their degree of hearing loss. 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| ispartof | Sign language studies, 2005, Vol.5 (2), p.231-244 |
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| subjects | American Sign Language Anatomical systems Audio communications Audiology Auditory perception Children Children & youth Classroom communication Communication Cued Speech Data Analysis Deafness Elementary education Hard of Hearing Hearing disorders Hearing loss Hearing tests Homes Individualized Education Programs Individualized Instruction Parent Child Relationship Parent Influence Parent Participation Parents Parents & parenting Partial Hearing School age children Sign language Student Placement |
| title | Parental Hearing Status and Signing among Deaf and Hard of Hearing Students |
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