When parents are deaf versus hard of hearing: patterns of sign use and school placement of deaf and hard-of-hearing children.
This paper investigates the importance of knowing whether or not deaf and hard-of-hearing students have one or more deaf or hard-of-hearing parents. As noted by Mitchell and Karchmer (2004), deaf and hard-of-hearing school-age children and youth in the United States with at least one parent identified as "hearing impaired" are nearly evenly split between having at least one deaf parent and having at least one hard-of-hearing parent. However, there is no literature on the importance, if any, of this distinction. Findings from the investigation reported herein suggest that the distinction between having a deaf versus a hard-of-hearing parent is quite substantial, particularly as it pertains to the use of signing in the home. Further, signing in the home, which is reliably predicted by parental hearing status, is a significant predictor of the school setting in which the student is currently placed and the instructional use of signing in the classroom. Limitations related to the available measure of parental hearing status are discussed.
Mitchell
Ross E
RE
Gallaudet Research Institute, Gallaudet University, 800 Florida Ave NE, Washington, DC 20002-3695, USA. ross.mitchell@gallaudet.edu
Karchmer
Michael A
MA
D000293:Adolescent; D000328:Adult; D002648:Child; D003625:Data Collection; D003638:Deafness / Q000235:genetics / Q000523:psychology / Q000534:rehabilitation*; D060345:Education of Persons with Hearing Disabilities; D006801:Humans; D016015:Logistic Models; D017145:Models, Educational; D010287:Parent-Child Relations; D010290:Parents; D019986:Persons with Hearing Disabilities / Q000145:classification; D012813:Sign Language; D012944:Social Support