Children with disabilities are more likely to experience challenges in their daily lives. In particular, this study explores parents’ perspectives of the social and emotional well-being of their children who are deaf and hard of hearing (DHH). Despite the importance of research in this area, few studies have addressed the views of parents of young children who are DHH in regard to social and emotional experiences. A combination of social theories guided this research – the social model of disability and the “looking glass self” theory. Qualitative semi-structured interviews were conducted with ten hearing, English speaking parents of children who are DHH. All parents noted the significance of social and emotional development as a marker of well-being in their children’s present and future lives. Data provided evidence of how parents and children seek to adapt and cope with threats of rejection and exclusion. Inclusive practices and policies, however, have not eliminated the societal stigma and lack of understanding that children who are DHH encounter on a daily basis. The authors call for additional research that examines the perspectives of children who are DHH as a way of generating best practices across contexts to support these children.
Dr James is trying to save a rare and little-known sign language that was until recently used by every hearing person in the remotest part of Arnhem Land, 500 kilometres east of Darwin. He said the language was at risk of joining the more than 90 per cent of spoken Indigenous languages that have died since 1788.
One of the challenges that teachers face in teaching students who are deaf or hard of hearing is how to manage visual split-attention in the classroom. When a teacher is presenting information using visual supports (e.g., utilizing an interpreter, writing on the blackboard, giving a PowerPoint presentation), learners have no choice but to divide their visual attention. This webinar will cover the differences between auditory-oriented classrooms and visually oriented classroom and the impact of visual split-attention on cognitive overload and working memory· Shifting attention between visual fields in the classroom· Strategies to reduce the effect of split-attention in various types of classroom situations.
A 12-year-old boy has joined Mensa after achieving 162 on an IQ test, a higher score than Albert Einstein or Stephen Hawking.
Darren Toh, who was born deaf, is also an accomplished musician. He scored the highest grade possible for a child on the test.
The boy from Aughton, Lancashire, said he thought he was smart but “not quite a genius”.
Dr. Joseph Valente is involved in comprehensive research in childhood studies, comparative and international education, educational anthropology, deaf studies and disability studies. He is the author of the autobiographical novel and autoethnography, “d/Deaf and d/Dumb: A Portrait of a Deaf Kid as a Young Superhero,” published by Peter Lang. Currently, Joe is the co-principal investigator of the video ethnography project “Kindergartens for the Deaf in Three Countries: Japan, France and the United States,” funded by the Spencer Foundation. In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
I’m Rachel Coleman. Like you, I am the parent of a child who is deaf. When my daughter was diagnosed, I had so many questions, hopes, and fears. I searched for answers that sometimes took years to find. Nearly two decades later, I’ve created this site to help you get answers, access resources, and connect with a community that understands your needs.