EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/19/2018 | 3:35 PM - 4:05 PM | Lived Experiences of Language Deprivation in the Deaf Community | Mineral F/G
Lived Experiences of Language Deprivation in the Deaf Community
The past several years have seen a sharp increase in discussion centered around the “language deprivation” phenomenon within the Deaf community and hearing loss professional community (Hall, 2017; Levine, Strother-Garcia, Golinkoff, & Hirsh-Pasek, 2016). Deaf communities and the professionals who serve them share the same fundamental concern of ensuring healthy development for the deaf child – for which language is a critical component. Language deprivation, however, is still a new concept that has yet to be clearly defined by various groups invested in early intervention for deaf children. The purpose of the current study was to investigate the question of “how do Deaf people experience the phenomenon of language deprivation?”, and what the impact and consequences may be for deaf children, adults, and the community. To this end, 30 Deaf community members (reflecting varying childhood language experiences (ranging from full ASL at birth to predominantly spoken language) genders, race and ethnicities, education, and professional backgrounds) were interviewed using a videotaped ASL and written protocol by a diverse team of ASL-using interviewers. All interview participants were recruited in Rochester, NY and video data were coded for thematic content using DEDOOSE qualitative analysis software. Four major themes of language deprivation emerged from analysis: 1) aspects of its definition, 2) risk factors, 3) the short- and long-term developmental consequences, and 4) preventive advice. These themes inform the emerging discussion of language deprivation, and highlight the need to include Deaf adults’ lived experiences in the Early Hearing Detection & Intervention decision-making model to ensure early developmental choices lead to long-term healthy language and development outcomes.
- To identify the possible consequences of Language Deprivation as identified by Deaf people
- To highlight the need to ensure early developmental choices that lead to long-term healthy language and development outcomes
- To understand the value of improving the engagement and inclusion of deaf people in the Early Hearing Detection and Intervention decision-making model.
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Presenters/Authors
Wyatte Hall
(), University of Rochester Medical Center, wyatte_hall@urmc.rochester.edu;
Wyatte C. Hall, Ph.D. is a Research Assistant Professor in the Obstetrics & Gynecology, Pediatrics, Public Health Sciences, and Neurology departments within the University of Rochester Medical Center. His primary research interest is the role of language as a social determinant of population health within the Deaf community.
ASHA DISCLOSURE:
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Joshua Mora
(), University of Rochester Medical Center, Josh_mora@urmc.rochester.edu;
Joshua Mora is a Translational Biomedical Science Ph.D. student and research assistant within the University of Rochester Medical Center. He currently works under Dr. Wyatte Hall and Dr. Tim Dye with a particular focus on language acquisition, deprivation, and public health issues facing the deaf population.
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Timothy Dye
(), University of Rochester Medical Center, Tim_Dye@URMC.Rochester.edu;
Professor Timothy Dye is a medical anthropologist and social epidemiologist who specializes in applied public health, particularly within marginalized, isolated, and global populations, and with a content focus on social and cultural determinants of health. Dr. Dye's research program focuses upon developing and understanding community-driven solutions to public health problem. He is a collaborator with Dr. Wyatte Hall on public health issues within the Deaf community.
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