EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/15/2022 | 3:15 PM - 3:40 PM | The Social Construction of Deafness in EHDI Programming | Room 10
The Social Construction of Deafness in EHDI Programming
The vast majority of deaf or hard of hearing (d/hh) children are born to hearing parents (Mitchell & Karchmer, 2004) who often have little knowledge of hearing differences. EHDI professionals have a potentially powerful role in the lives and socialization of families with d/hh children. Providers’ beliefs impact what and how they present information to families (Eleweke & Rodda, 2000). The words they use and the way they present information will continue to shape the view the family has of their child (Watkins, 1997). This can be disheartening if the only information parents get about deafness comes from a remedial perspective and they are not given information “about the social, cultural, and linguistic life of the Deaf community” (Hyde et al., 2010, p. 163).
This is critical because, based on their beliefs, families help construct their child’s identity through the communities in which they are involved, the language(s) they use, and the ways they talk to and about their child(ren) (Danforth, 2001). Beliefs guide not only professional practice but how people act in their own homes. If parents’ beliefs about their child are centered on their difference and trying to “fix” the “problem,” then their child will see themselves as such. However, if parents learn to see people who are deaf or hard of hearing as people who overcome societal barriers, then the child will learn to do so as well (Bogdan & Knoll, 1995).
This presentation will include an introduction and discussion about the social construction of disability/deafness theory and current dissertation research. The focus of the dissertation is how hearing parents of d/hh children construct what it means to be d/hh, and the role of early intervention programming on these constructions. EDHI professionals will take time to examine how they construct deafness in their areas of practice.
- Basic understanding of the social construction of disability/deafness theory
- Consider the impact of these constructions on the family
- EHDI professionals examine their roles in these constructions
Presentation:
3353554_14973Bettie T.Petersen.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Bettie T. Petersen
(Virtual), University of Connecticut, bettie.petersen@uconn.edu;
Bettie got her M.Ed in Deaf Education Early Intervention from Utah State University in 2006. She has been working for the New Mexico School for the Deaf for the past 15 years in Early Intervention. She recently completed her PhD in Educational Linguistics at the University of New Mexico. Her passion is supporting parents and their children and helping them realize their potential. She hopes to use her new-found knowledge to do research that gives voice to more families and improves our EHDI programming. To this end, she is working as a Post Doctoral associate at the University of Connecticut and working on the Family ASL Project.
She is also a wife and mother of two. She believes strongly in the power of family.
ASHA DISCLOSURE:
Financial -
Nonfinancial -