Deaf Studies And Deaf Education

1736 Words Dec 16th, 2014 7 Pages
Many of the cues used by the children or to categorize their reactions were auditory ones. If a parent called the child’s name, the child would often stop and look back to the mother. If the child heard a loud sound, they would look back to the mother for reassurance. Again, we see studies that indicate that the hearing capabilities of the child are valuable at least in examining the child’s responses, if not in creating the stimuli that the child is responding to in the first place.
In their work published in the Winter, 2005 Journal of Deaf Studies and Deaf Education, Weisel and Kamara examine the effect of deafness and hard of hearing (D/HH) on Attachment in young adults. They write:
In combination with the auditory aspects of all of the previous work examined, this may lead one to believe that there is a potentially severe deficit when a hearing mother has a deaf child. This makes logical sense on the surface, since the norm is to have full capacity to hear. Failure to have a full capacity to hear may cause a failure to have full capacity to develop the skills required to have a secure attachment. But they continue:
Lederberg and Mobley (1990), a key resource for Weisel and Kamara, compared the attachment style of hearing-impaired toddlers with hearing mothers against a group of the same age infants without hearing impairments. Their findings indicate that the two groups did perform differently with regards to how they communicated and the competency of this…
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