Deaf Role-Models for Deaf Children in Hearing Families: A Scoping Review
Author Information
Author(s): Angela Joy, Susan Ledger, Jill Duncan
Primary Institution: University of Newcastle
Hypothesis
What is known about the influence of Deaf role-models in early intervention settings for Deaf children born into hearing families?
Conclusion
Deaf children who have access to Deaf role-models during early intervention benefit in terms of their academic, language, and social development.
Supporting Evidence
- Deaf children with Deaf role-model support made more language gains than those without.
- Families reported improved confidence and expectations for their Deaf children when involved with Deaf role-models.
- Deaf role-models provide essential cultural and linguistic support to Deaf children and their families.
Takeaway
Having Deaf adults as role models helps Deaf children learn better and feel more confident, especially when their families are involved.
Methodology
A scoping review was conducted to explore existing global peer-reviewed research about Deaf role-models as early intervention for Deaf children born into hearing families.
Potential Biases
The focus on audiological approaches may overshadow the cultural and linguistic needs of Deaf children.
Limitations
The review identified a lack of formalized Deaf role-model programs and limited empirical research in the Australian context.
Participant Demographics
The data included responses from close to 1,000 Deaf and hearing participants, including parents, educators, and professionals.
Digital Object Identifier (DOI)
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