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Related Experiment Video

Updated: May 31, 2026

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

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Published on: September 7, 2022

Development of deaf identity: an ethnographic study.

Guy McIlroy¹, Claudine Storbeck

¹University of the Witwatersrand, South Africa. guy.mcilroy@wits.ac.za

Journal of Deaf Studies and Deaf Education

|June 22, 2011

Summary

Deaf identity is a dynamic journey, not fixed. This study reveals how deaf individuals navigate belonging and self-expression within educational settings, challenging simplistic views of deaf identity.

Area of Science:

Sociology
Education
Linguistics

Background:

Traditional models of deaf identity often rely on binary categorizations, such as medical or social perspectives.
Existing frameworks may not fully capture the multifaceted experiences of deaf learners.
The researcher's auto-ethnographic approach offers a unique lens on bicultural deaf identity.

Purpose of the Study:

To explore the identity development of deaf individuals through their educational experiences.
To propose a "dialogue model" for understanding deaf identity beyond binary constructs.
To examine the diversity of deaf learner identities using a postmodern theoretical framework.

Main Methods:

Ethnographic study involving 9 deaf participants.
Narrative analysis of educational experiences in mainstream and special schools.

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Last Updated: May 31, 2026

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

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Published on: September 7, 2022

Sound Source Localization Testing in Single-sided Deafness Following Bone Conduction Intervention

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Published on: December 20, 2024

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

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Published on: May 15, 2019

Auto-ethnography incorporating the researcher's bicultural identity.

Main Results:

Deaf identity is presented as a complex, ongoing process of seeking belonging.
Participants' experiences highlight the importance of accepting deafness while asserting self-expression.
Educational settings significantly influence the construction of deaf identity.

Conclusions:

The proposed "dialogue model" offers a more nuanced understanding of deaf identity.
Educators, parents, and researchers should adopt broader perspectives on deaf identity construction.
Fostering an environment that respects deaf identity promotes dignity and self-discovery.