Lecture 2

Question 1

Who are the parents?

Answer 1

95% hearing
Diagnosis usually comes as a shock
Emotional response, grieving

Question 2

Age of diagnosis

Answer 2

In BC it’s now by 6 months of age, they are diagnosed and ready for intervention (2008)

Question 3

Medical perspective

Answer 3

The ability to hear is “normal” and deafness is a dysfunction that should be corrected, ie by cochlear implants

Question 4

Deaf cultural perspective

Answer 4

Deaf person is viewed as a member of a community with its own language, historical heritage, and rich cultural traditions

Question 5

Psychosocial perspective

Answer 5

How hearing loss impacts interaction and social relationships

Question 6

Oral/aural approach

Answer 6

Specialized early intervention, by child gets to grade 1 goal is to integrate them into the classroom

Question 7

Primarily visual approach

Answer 7

Child’s best access to language is judged to be visual, usually when parents are deaf and want their child to sign instead of speak

Question 8

A continuum of support

Answer 8

Residential placement in separate school > self-contained classroom > resource room > partial or full integration
85% of kids that are DHH are in regular classrooms with support from teachers that specialize in DHH education

Question 9

Dev. Patterns: prior to kindergarten

Answer 9

Primary attachment with parent
Speech often accessible to child
- home speech
- simple constructions, redundancy
- efforts to repair, elaborate 
Share the repeated company of peers

Question 10

Stage 1: friendship as a handy playmate (5-7)

Answer 10

Concert, activity based
Terminated by hitting, refusing to play, resumed after squabbles
Function of constant social environments
Parallel play
Pay attention to social rules of age group

Question 11

Dev. Patterns: K-2nd grade

Answer 11

School speech less accessible
Close bond with teacher (most important relationship)
Move toward developing social skills and expected classroom behaviour
Learning to encode and interpret social cues

Question 12

Stage 2: friendship as mutual trust (8-10)

Answer 12

Partners respond to each other’s needs and desires
An element of like vs dislike of character
Initiated by offer or invitation
Terminated by serious violation of trust, resumed after apology or explanation

Question 13

Dev. Patterns: 2nd-4th grade

Answer 13

Gradually increasing peer affiliation
Increasing sense of mastery, competence, independence, self-reliance
Learning to interpret social cues and generate possible problem-solving strategies
DHH- difficulties with social skills when adult not present, may establish patterns as a loner, often follow the lead of other students, teachers expect self-reliance with hearing aids

Question 14

Stage 3: friendship as intimacy & a mutual understanding (11-15)

Answer 14

Share innermost thoughts and feelings
Friendship is important in alleviating feelings
Initiated by endurance over time
Terminated only by a serious breach

Question 15

Dev. Patterns: 5th-7th grade

Answer 15

Want to be like peers, want to show mastery and competence in school, consolidating aspects of identity
5th grade slump- social comparison
Refining social problem solving, evaluating effectiveness of strategies, and enacting strategies
DHH- rejection of outward signs that set them apart, is HL being incorporated into identity
Importance of DHH role models
Refusal of wearing hearing aids!!

Question 16

Gender- boys

Answer 16

Informal peer interaction among boys largely through physical play
Develops into group play
Group membership often achieved through team sports
DHH- importance of early entry into team sports

Question 17

Gender- girls

Answer 17

Informal peer interaction tends to occur verbally
Strong social consequences for not affiliating
DHH- often do not hear social information or cues, often systematically left out of groups. Often described as isolated, rejected, lonely