Are you deaf or hard of hearing? Which do you go by: perceptions of students with hearing loss

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Megan A. Kemmery (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Mary Compton

Abstract: Analyzing the self-identities of students with hearing loss and the perceptions of their caregivers/parents assist understanding of and affirming of one another and facilitate students' self-advocacy development. Caregivers/parents must be receptive to how the individual identifies him/herself (Cole & Edelmann, 1991; Jackson, Traub, & Turnbull, 2008; Schlesinger & Meadow, 1972). Disparate views of identity need reconciliation before addressing how to foster self-advocacy. This study examines perspectives of identity related to perceptions of hearing loss in ten participants (i.e., four students and six caregivers/parents). Data collected from in-depth interviews describe how students identify themselves and how their caregivers/parents identify their children with respect to their hearing status. The data of the study showcases three factors that influence which identity type is selected: interactions with others, setting/context, and life experiences. Findings indicate self determined identity types, the notion of identity as a fluid concept, and a sense of management as well as a sense of perseverance exist when selecting an identity type related to hearing loss.

Additional Information

Language: English
Date: 2014
Deafness, Fluidity, General education setting, Perceptions of identity by caregivers/parents of students with hearing loss, Perceptions of identity by students with hearing loss, Self advocacy
Deafness $x Psychological aspects
Hearing impaired $x Psychology
Identity (Psychology)
Deaf $x Family relationships $z United States $v Case studies
Hearing impaired $x Family relationships $z United States $v Case studies

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