Hearing Children of Deaf Parents

The CODA Family Dynamic

Definitions
Hearing Children Deaf Parents (HCDPs) CODA organization founded in 1983 Children of Deaf Adults (CODA) Kids of Deaf Adults (KODA) Natives

Prevalence
Native community makes up approximately 5-10% of the deaf community 90% of the deaf population will marry another individual who is deaf 85-90% of those couples have hearing children

Assessment
Children are bicultural and bilingual Assessment is similar to that of children born to families where English is a second language. Must keep in mind theories of second language acquisition

Assessment
Must present with a significant language delay in their dominant language Clinicians must be fluent in both languages Sign is often displayed and used prior to the acquisition of spoken language due to developmental maturation

Assessment
Must take into consideration English proficiency Children with limited proficiency in English cannot be compared to a monolingual English speaker in the social-emotional, academic, cognitive, or communication domainshowever can be compared to his or her culturally and linguistically matched peers (Connecticut Birth to Three System, 1998, p.6).

Assessment
A preference for sign, especially in the early years, is no cause for concern May present as causes for concern:

Childs motivation for spoken English Attitude toward spoken English Interaction with English-speaking peers

Stigmatization

Stigmatically identifiable characteristics:

Sound production Signing

Effects:
Children may neglect to inform others of their parents hearing capabilities Children may be reluctant to bring friends home, attend school family activities and parent teacher nights

Effects
Children may be unwilling to perform or acknowledge sign in public places Community members may place unnecessary pity on children of deaf parents Overt outsider interest in the capability of this specific family dynamic

Effects
Assumptions that children of deaf parents are delayed or deaf Responses to everyday stigmatizations may cause the child to feel further lost in their cultural and lingual differences

Childs Role in the Family Dynamic

Childs role as the Interpreter Most common and associated role Children become communication links for everyday activities (medical visits, shopping excursions, restaurant dining)

Positive impacts Negative impacts

Childs Role in the Family Dynamic

Childs Role as the Protector Protection from stigmatizing experiences, insults and jokes Mediation between parents and hearing individuals during conflicts

Internalized negativity Inaccurate portrayal of messages

Assistive Technology

Increasing independence for families

Adult independence Child separation and sovereignty

Teletypewriter TTY, close-captioning on television sets, hearing dogs, interpreters and lip reading

Parental Issues
The bond developed through the childs acquisition of language is shared between the parent and a hearing models Mediating the school system Dealing with teacher misconceptions Social experiences between deaf parents and parents of hearing peers Lost sense of parental identity

Combating Parenting Issues

Professional Literature
Dummys Little Girl In Silence: Growing up Hearing in a Deaf World

Support Groups
In person Online

Suggestions and Interventions

Understanding and supporting the childs bicultural identity Finding trusted, hearing role models for children Cultural brokers Instill children with a sense of security parental competence, and awareness

Suggestions and Interventions

Intergenerational family counseling Taking advantage of technology Clear and consistent communication in the home Ensure all family members are fluent in ASL

Suggestions for Professionals

Recognition of the distinct cultural and linguistic identity of the clients Interpretation of animated facial expression Misconceptions about language as an indicator of intelligence Awareness of potentially guarded interactions with parents stemming from past experiences of stigmatization

Suggestions for Professionals

Maintaining good eye and speak in a normal fashion contact during lip reading Allow the individual to indicate if repetitions are needed and rephrase the statement if necessary Educate co-workers about the practical issues of working with CODA children and families

References

Connecticut Birth to Three System. (1998). Connecticut Birth to Three System: Service GuideThree: Children Referred for Speech Delays: Evaluation Assessment and Intervention Guidelines for Service Providers and Families of Young Children Whose Delays in Communication are a Primary Concern. Connecticut State Department of Mental Retardation, Hartford. Retrieved October 10, 2006 from ERIC database. www.brith23.org Evans, C. & Zimmer, K. (1993). Kids are Bi-Bi: Sign Talk Development Project. Retrieved October 10, 2006 from ERIC database. Filer, R. D., & Filer, P. A. (2000). Practical Considerations for counselors working with hearing children of deaf parents. Child Development and Adolescent Studies, 78 (1). Retireved September 21, 2006 from EBSCO Host database. Moore, S.M., & Beatty, J. (1995). Developing cultural competence in early childhood assessment. Boulder, CO: University o Colorado at Boulder. Preston, P. (1994). Mother father deaf: Living between sound and silence. Cambridge, MA: Harvard University Press. Singleton, J. L., & Tittle, M. D. (2001). A guide for professionals serving hearing children with deaf parents. Retrieved September 20, 2006, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/ 22/c3/90.pdf