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To correct the paucity of information on deaf or hard of hearing children and their parents' experiences with early intervention services, researchers explored these relationships as part of the National Parent Project. From this investigation, Parents and Their Deaf Children details the experiences of a group of parents and their deaf children from the first identification of the latter's hearing loss through their early years in elementary school. Renowned scholars Kathryn Meadow-Orlans, Donna Mertens, and Marilyn Sass-Lehrer reveal here for the first time the goals and expectations of the parents, the children's achievements and troubles, and the families' satisfaction and disappointment with health and educational systems. Parents and their Deaf Children stems from a nationwide survey of parents with six-to-seven-year-old deaf or hard of hearing children, followed up by interviews with 80 parents. The authors not only discuss the parents' communication choices for their children, but also provide how parents' experiences differ, especially for those whose children are hard of hearing, have additional conditions, or have cochlear implants. Also, one chapter is devoted to families from minority cultures. The final section of this distinctive study offers solid advice for other parents of deaf children and also the professionals who serve them. Kathryn P. Meadow-Orlans is Professor Emerita at Gallaudet University and former Senior Research Scientist at Gallaudet Research Institute, Washington, DC. Donna M. Mertens is Professor in the Department of Educational Foundations and Research at Gallaudet University, Washington, DC. Marilyn A. Sass-Lehrer is Professor in the Department of Education at Gallaudet University, Washington, DC.

Language which develops ‘against all the odds’ is very precious. Words were not enough for Tom; it was signs that made sense of a world silenced by meningitis. Confidence came via joyful and positive steps to communication from babyhood; a brush with epilepsy, a cochlear implant in his teens and life as an independent young adult followed.

This book is the second edition of of a comprehensive guide to the questions and challenges involved in raising and educating a deaf child. The first edition was carefully objective, avoiding the pitfalls of both \"political correctness\" and \"political bias\" that plague many volumes in this field. Indeed, that edition was written at the personal request of Ed Barry, who was hoping for a book that he and his sister (the mother of a deaf child) could understand. The book is however, also being used as a required text in a variety of undergraduate and graduate courses around the country. The proposed second edition will bring readers up to date on some of the dramatic changes that have happened in the field over the past eight years, including Universal Newborn Hearing Screening, cochlear implants, increasing emphasis on inclusive education for deaf children, high-stakes testing, and significant advances in research concerning language and learning by deaf children (e.g. theory of mind, visuospatial processing, and cognitive underpinnings of educational interventions). By including spoken language, alternative language intervention programs, and more information on outcomes from various educational placement alternatives, this edition will correct oversights in the first edition. This edition will also include citations to the most important and potentially interesting references, and additional information that parents have been requesting from Marschark and his colleagues around the country.

`This volume offers a broad perspective on psychological processes in children with complex needs. Armed with this valuable tool, professionals, parents, and educators will be much better prepared to offer deaf and hard of hearing children the support and opportunities they deserve.' - from the Foreword by Marc Marschark Psychological Processes in Deaf Children with Complex Needs is a concise and authoritative guide for professionals working with deaf children and their families. The effects of hearing impairments on learning, social development and family life can be profound. They can impact on attachment, parenting and family interaction, and can affect cognitive and neuropsychological processes including perception and memory. This guide draws on the latest evidence to explain the impact of hearing impairment and uses case studies to focus on the key issues for assessment and intervention. It also suggests practical strategies for treatment and development for those working with hearing impaired children.

This book discusses the development of children who are deaf or hard of hearing and the educational and practical issues that face them and their families. Chapters discuss: (1) the effect of a child with deafness on a family, and family adjustment to early childhood hearing loss; (2) the population of people who are deaf, the causes of early hearing loss, early identification of hearing losses, and technology assistance; (3) sign language, artificial speech and sign systems, and speech training and speech assessment; (4) the effects of hearing losses on early social relationships; (5) language learning in young children who are deaf; (6) legal issues confronting the education of children with deafness, educational program alternatives, academic support services, and educational and psychological implications of alternative school placements; (7) literacy development of children with deafness; (8) the relationship between language and thinking, and evidence concerning verbal and nonverbal creativity of children with deafness; and (9) personality and emotional growth during the school years, influences of siblings, and mental health issues. Information sources and organizations serving children with deafness are provided, along with illustrations of everyday signs. (Contains 72 references.) (CR)

When Jennifer Amy Rose's firstborn baby fails her postnatal hearing test, Rose is stunned. How will she and her husband, both hearing, raise a deaf child? Rose then discovers her hidden family history, going back generations to the ghettos of Eastern Europe and the culture of shame that was attached to the 'deaf and dumb'. Now the parent of two congenitally deaf children, Rose shares her journey into the modern world of the hearing impaired, but also travels back in time to imagine her silent relatives, who showed surprising creativity in a world that chose to ignore them.

Hearing parents of deaf children face stresses and demands related to parenting a deaf child, including difficult choices about language, technologies, education and identity for their children (Marschark, 1997). To date, few researchers have discussed the unique challenges faced by this group. Through a series of semistructured, in-depth interviews with 18 parents, this study investigated the experiences of hearing parents of deaf children spanning various life stages. A phenomenological approach identified 5 themes most pertinent to understanding their experiences. Each theme offers insight, particularly for professionals, into the distinctive issues that might arise at the time of diagnosis of deafness and reveals the challenges hearing parents face when confronted with a barrage of decisions, including choice of oral or sign language, mainstream or special deaf education, and identity with the hearing or Deaf community. The central message from this work is to inform hearing parents of deaf children and professionals working with these parents of the likely challenges that they may face.

This book offers a readable, comprehensive summary including everything a parent or teacher would want to know about growing up deaf. Marschark studies topics ranging from what it means to be deaf and the uniqueness of Deaf culture to the medical causes of early hearing loss; from technological aids for the deaf to the many ways that the environment of home and school can influence a deaf child's chances for success in both academic and social circles. He makes sense of the most current educational and scientific literature, and also talks to deaf children, their parents, and deaf adults about what is important to them. This is not a \"how to\" book or one with all the \"right\" answers for raising a deaf child; rather, it is a guide through the conflicting suggestions and programs for raising deaf children, as well as the likely implications of taking one direction or the other.

In this book, renowned authorities Marschark and Hauser explain how empirical research conducted over the last several years directly informs educational practices at home and in the classroom, and offer strategies that parents and teachers can use to promote optimal learning in their deaf and hard-of-hearing children.