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Related Experiment Videos

Inclusive education and personal development.

I Leigh1

  • 1Department of Psychology, 800 Florida Avenue, N.E., Washington, DC 2002, USA.

Journal of Deaf Studies and Deaf Education
|December 8, 2004
PubMed
Summary
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Deaf and hard-of-hearing adults often change self-labels based on personal growth, not hearing ability. Positive school experiences and peer connections are crucial for their identity development and well-being.

Area of Science:

  • Psychology
  • Sociology
  • Education

Background:

  • Deaf and hard-of-hearing adults' educational experiences significantly shape their personal development and identity.
  • Understanding the nuances of self-perception and social integration is vital for this population.

Purpose of the Study:

  • To analyze the educational experiences and personal development of deaf and hard-of-hearing adults.
  • To explore factors influencing self-label changes and perceptions of social environments.

Main Methods:

  • Qualitative analysis of open-ended questionnaire responses from 34 deaf and hard-of-hearing adults.
  • Examination of self-label modifications, perceptions of educational settings, and peer interactions.

Main Results:

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  • Half of respondents modified self-labels based on personal redefinitions, not audiological status.
  • Supportive school environments and coping skills fostered positive self-perceptions.
  • Negative experiences included unsupportive schools and being treated as 'different'.
  • Contact with hearing peers was universally valued; contact with deaf peers depended on shared values.
  • A significant majority (24/34) felt "caught between" the deaf and hearing worlds, highlighting a need for dual belonging.

Conclusions:

  • Educators should validate the deafness dimension by facilitating contact with deaf adults and fostering positive relationships with both deaf and hearing peers.
  • Enhancing self-confidence and identity comfort requires supportive educational structures and social integration opportunities.