jillio
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The Influence of Information Provided to the Parents
The parents were strongly influenced by the information they received, especially in the period immediately after the hearing loss was diagnosed. This was because the information given to the parents might be either balanced (with detailed information provided on all available options) or not balanced (with only limited information provided, and with the expectation
that the parents would follow it without consideration of other options). The latter situation seemed to
apply to the SLAPs because they said the information they were given was mainly about "amplification of sound through the use of hearing aids." This was because the information givers "did not believe in the signing approach."
Parents' Perceptions of Assistive Technology
The data indicated that the way parents perceived the functions of hearing aids and other assistive listening devices could also influence their choice of a communication approach. Further, the data suggested that the information about these devices provided by specialists in the field of hearing aid
fitting and aural rehabilitation might lead the parents into having unrealistic expectations about these devices.
Attitudes of Service Professionals and Educational Authorities
The data suggested that the philosophies, practices, preferences, and attitudes of different educational authorities and professionals in the provision of services to individuals with hearing losses could influence the parents' decisions concerning communication approach and the type of school their child would attend. Coincidentally, both families were in contact with professionals and education authorities
who upheld different policies about "appropriate" communication approaches and education for children
with hearing loss. Interestingly, professional competence came into question, in that the hearing loss of the SLAPs' child was not diagnosed early; the hearing loss of the AOPs' first child was likewise not detected until relatively late.
“They didn't tell us the depth of the hearing loss, where to go for help, and alternatives for communication
with our child. Departmental policy and the philosophy of the head of department dictated the approach
of using hearing aids as the sole means of communication. Our
change to signing was, we suppose, a natural progression. In the beginning, we were totally ignorant and relied on the "experts." It was not until we became more aware and encountered different approaches that we began to question the opinions of the "experts," and followed our instincts and other advice. When the people you are working with have a totally oral philosophy, it is very, very difficult, and you are not made aware of other communication methods. We know that because of the attitude of the service professionals and the local authority] in our own case we were deprived of 12 to 18 months of proper communication with our daughter. We do think this control that the "experts" seem to have is arrogance— that they know what is best for you.”
The SLAPs felt that it would have been better if they had received information about all the options so that an informed choice could be made. They said:
“You have to have choices and be involved in the discussions, and someone from the audiology department should tell you something about communication options. But in our case, the authority and professionals where we live believe only in oral communication, not in sign language. There is a hearing impaired unit for the Deaf in a school where we live, but because of the attitude of the authority, they
don't sign. We couldn't understand how they would educate our daughter, who is so deaf We think the thing in our area is that they want the hearing impaired children to be as "normal" as possible without
taking into consideration the child's particular needs. That is why we are so angry with our local authority.
We couldn't understand how we could get through to a 3-
year-old speaking to her and she can't hear us. We saw the difficulties the oral method caused in her
behavior while we thought we were doing something wrong.”
Commenting further on the professionals who had worked with them, the SLAPs said that, in general, most did not seem to understand their feelings because "the professionals have been very professional. They follow their own philosophies. They want to make the child adapt to their system [even if] the system is not adaptable to the child's needs."
Quality and Availability of Support Services
The data indicated that the quality of the counseling and support services that were provided could influence parents" decisions. The results also indicated that the attitude and policy of professionals and education authorities would influence the type of counseling and support services provided to parents of deaf children. Commenting on the quality of counseling and support services available to families of children with hearing loss in their area, the SLAPs described such services as inadequate.
The SLAPs regretted that because of the "entrenched policy' of the authority, "we do not have proper facilities for learning sign language and indeed to improve our signing skills. We are largely self-taught through videos and books." They felt that individuals with hearing loss in their area using sign
language "have been left on their own and ignored for so long that they have no confidence in themselves. They are like an oppressed minority group because appropriate guidance and support services to help them are nonexistent.
The findings of the present study suggest that the service policies of professionals might reduce the quality of collaboration between themselves and parents of children with hearing loss. Although the importance of providing such assistance is well documented in the literature, indications
are that this need is often ignored. McConaehie (1996) and Hegarty (1993) have observed that while there
is a lot of rhetoric about the importance of providing support services in policy pronouncements, in practice such services are often left out.
Eleweke, C.J. & Rodda, M. (2000). Factors contributing to parents’ selection of a communication mode to use with deaf children. American Annals of the Deaf. 45-2. 375-382.
The parents were strongly influenced by the information they received, especially in the period immediately after the hearing loss was diagnosed. This was because the information given to the parents might be either balanced (with detailed information provided on all available options) or not balanced (with only limited information provided, and with the expectation
that the parents would follow it without consideration of other options). The latter situation seemed to
apply to the SLAPs because they said the information they were given was mainly about "amplification of sound through the use of hearing aids." This was because the information givers "did not believe in the signing approach."
Parents' Perceptions of Assistive Technology
The data indicated that the way parents perceived the functions of hearing aids and other assistive listening devices could also influence their choice of a communication approach. Further, the data suggested that the information about these devices provided by specialists in the field of hearing aid
fitting and aural rehabilitation might lead the parents into having unrealistic expectations about these devices.
Attitudes of Service Professionals and Educational Authorities
The data suggested that the philosophies, practices, preferences, and attitudes of different educational authorities and professionals in the provision of services to individuals with hearing losses could influence the parents' decisions concerning communication approach and the type of school their child would attend. Coincidentally, both families were in contact with professionals and education authorities
who upheld different policies about "appropriate" communication approaches and education for children
with hearing loss. Interestingly, professional competence came into question, in that the hearing loss of the SLAPs' child was not diagnosed early; the hearing loss of the AOPs' first child was likewise not detected until relatively late.
“They didn't tell us the depth of the hearing loss, where to go for help, and alternatives for communication
with our child. Departmental policy and the philosophy of the head of department dictated the approach
of using hearing aids as the sole means of communication. Our
change to signing was, we suppose, a natural progression. In the beginning, we were totally ignorant and relied on the "experts." It was not until we became more aware and encountered different approaches that we began to question the opinions of the "experts," and followed our instincts and other advice. When the people you are working with have a totally oral philosophy, it is very, very difficult, and you are not made aware of other communication methods. We know that because of the attitude of the service professionals and the local authority] in our own case we were deprived of 12 to 18 months of proper communication with our daughter. We do think this control that the "experts" seem to have is arrogance— that they know what is best for you.”
The SLAPs felt that it would have been better if they had received information about all the options so that an informed choice could be made. They said:
“You have to have choices and be involved in the discussions, and someone from the audiology department should tell you something about communication options. But in our case, the authority and professionals where we live believe only in oral communication, not in sign language. There is a hearing impaired unit for the Deaf in a school where we live, but because of the attitude of the authority, they
don't sign. We couldn't understand how they would educate our daughter, who is so deaf We think the thing in our area is that they want the hearing impaired children to be as "normal" as possible without
taking into consideration the child's particular needs. That is why we are so angry with our local authority.
We couldn't understand how we could get through to a 3-
year-old speaking to her and she can't hear us. We saw the difficulties the oral method caused in her
behavior while we thought we were doing something wrong.”
Commenting further on the professionals who had worked with them, the SLAPs said that, in general, most did not seem to understand their feelings because "the professionals have been very professional. They follow their own philosophies. They want to make the child adapt to their system [even if] the system is not adaptable to the child's needs."
Quality and Availability of Support Services
The data indicated that the quality of the counseling and support services that were provided could influence parents" decisions. The results also indicated that the attitude and policy of professionals and education authorities would influence the type of counseling and support services provided to parents of deaf children. Commenting on the quality of counseling and support services available to families of children with hearing loss in their area, the SLAPs described such services as inadequate.
The SLAPs regretted that because of the "entrenched policy' of the authority, "we do not have proper facilities for learning sign language and indeed to improve our signing skills. We are largely self-taught through videos and books." They felt that individuals with hearing loss in their area using sign
language "have been left on their own and ignored for so long that they have no confidence in themselves. They are like an oppressed minority group because appropriate guidance and support services to help them are nonexistent.
The findings of the present study suggest that the service policies of professionals might reduce the quality of collaboration between themselves and parents of children with hearing loss. Although the importance of providing such assistance is well documented in the literature, indications
are that this need is often ignored. McConaehie (1996) and Hegarty (1993) have observed that while there
is a lot of rhetoric about the importance of providing support services in policy pronouncements, in practice such services are often left out.
Eleweke, C.J. & Rodda, M. (2000). Factors contributing to parents’ selection of a communication mode to use with deaf children. American Annals of the Deaf. 45-2. 375-382.
Shel
Well, 