The Impact of Personal Educational Experiences and Communication Practices on the Construction of Deaf Identity in Cyprus

Hadjikakou, Kika; Nikolaraizi, Magda

doi:10.1353/aad.2008.0002

Cited by 12 publications

(17 citation statements)

References 32 publications

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“…In the current study we examined the effect of genetic counseling or Connexin-26 and Connexin-30 genetic testing on deaf identify using the DIDS-R subscales to measure four orientations of deaf identity: hearing, marginal, immersion, and bicultural. Consistent with other studies [12], [51], we found that language, age, family history, education level, and high school program were significantly associated with deaf identity, and hence are important for the formation of deaf identity. However, despite adequate power, we found no evidence that genetic counseling and Connexin genetic testing, or the nature of that result (e.g., Connexin-positive, Connexin-negative) meaningfully changed participants' deaf identity, at least out to 6-months post-test result.…”

Section: Discussionsupporting

confidence: 92%

Impact of Genetic Counseling and Connexin-26 and Connexin-30 Testing on Deaf Identity and Comprehension of Genetic Test Results in a Sample of Deaf Adults: A Prospective, Longitudinal Study

et al. 2014

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Using a prospective, longitudinal study design, this paper addresses the impact of genetic counseling and testing for deafness on deaf adults and the Deaf community. This study specifically evaluated the effect of genetic counseling and Connexin-26 and Connexin-30 genetic test results on participants' deaf identity and understanding of their genetic test results. Connexin-26 and Connexin-30 genetic testing was offered to participants in the context of linguistically and culturally appropriate genetic counseling. Questionnaire data collected from 209 deaf adults at four time points (baseline, immediately following pre-test genetic counseling, 1-month following genetic test result disclosure, and 6-months after result disclosure) were analyzed. Four deaf identity orientations (hearing, marginal, immersion, bicultural) were evaluated using subscales of the Deaf Identity Development Scale-Revised. We found evidence that participants understood their specific genetic test results following genetic counseling, but found no evidence of change in deaf identity based on genetic counseling or their genetic test results. This study demonstrated that culturally and linguistically appropriate genetic counseling can improve deaf clients' understanding of genetic test results, and the formation of deaf identity was not directly related to genetic counseling or Connexin-26 and Connexin-30 genetic test results.

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Section: Discussionsupporting

confidence: 92%

Impact of Genetic Counseling and Connexin-26 and Connexin-30 Testing on Deaf Identity and Comprehension of Genetic Test Results in a Sample of Deaf Adults: A Prospective, Longitudinal Study

et al. 2014

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“…The family is critical for the social and cognitive development of a deaf child (Danek, 1988;Greenberg & Kusche, 1989;Marschark, 1993;Warren & Hasenstab, 1986), and a highly stressed family can foster poor social competence in the deaf adolescent . Indeed, being accepted by the family is a crucial influence on the healthy development of a child's identity (Hadjikakou & Nikolaraizi, 2007). Despite the lack of literature on the experiences of deaf parents of deaf children, research suggests that they compare with those of hearing parents of hearing children (Marschark & Spencer, 2010).…”

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confidence: 99%

What We Can Learn From Hearing Parents of Deaf Children

Flaherty

2015

Australas. j. spec. educ.

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Hearing parents of deaf children face stresses and demands related to parenting a deaf child, including difficult choices about language, technologies, education and identity for their children (Marschark, 1997). To date, few researchers have discussed the unique challenges faced by this group. Through a series of semistructured, in-depth interviews with 18 parents, this study investigated the experiences of hearing parents of deaf children spanning various life stages. A phenomenological approach identified 5 themes most pertinent to understanding their experiences. Each theme offers insight, particularly for professionals, into the distinctive issues that might arise at the time of diagnosis of deafness and reveals the challenges hearing parents face when confronted with a barrage of decisions, including choice of oral or sign language, mainstream or special deaf education, and identity with the hearing or Deaf community. The central message from this work is to inform hearing parents of deaf children and professionals working with these parents of the likely challenges that they may face.

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“…individual radio aid systems). However, D/HH children had always been signing to each other in the school yard, and some teachers had been using, in an unofficial way, total communication in their classrooms (Hadjikakou & Nikolaraizi, 2007). Nowadays, a sign language interpreter is employed at the school for the deaf.…”

Section: Mode Of Communicationmentioning

confidence: 99%

An examination of the history of deaf education in Greece and in Cyprus: Determining factors for its development.

Lampropoulou¹,

Hadjikakou²

2009

L1 Educational Studies in Language and Literature

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The history of deaf education worldwide has mainly focused on the oral versus sign language debate. Only minor attention has been paid to the historical context and background in which educational ideas and methods for teaching deaf children developed. Significant historical information about deaf education in Greece and in Cyprus began relatively late with the founding of the first schools for the deaf in the twentieth century. This paper will provide a comparative examination of the history of deaf education in Greece and in Cyprus by highlighting the most important events that have contributed to the development of the education of deaf people in both countries. Data for this paper were drawn from "official" sources (written documents), as well as from interviews with informants (teachers, parents, and deaf people) of Greece and Cyprus. The study has revealed that the history of deaf education in both countries has been eventful, and it has developed through major shortcomings and debates. Despite the fact that Greece and Cyprus are in close geographical proximity and the fact that their educational policies on various issues are quite similar, the main findings of this study show that a number of factors have led to the development of different provisions for deaf children in these two countries. Specifically, parents' lobbying, Deaf Community empowerment, various legal measures, available technology, and teachers' training backgrounds seem to be the major contributing factors for the establishment of a) bilingual education, and special units and schools for the deaf in Greece and b) oral education and inclusion in Cyprus.Keywords: history, deaf education, Cyprus, Greek. Factoren die bepalend zijn voor de ontwikkeling. SAMENVATTING. De geschiedenis van het dovenonderwijs is voornamelijk gericht geweest op het debat over mondelinge taal versus gebarentaal. Er is maar weinig aandacht besteed aan de historische context waarin en achtergrond waartegen onderwijsopvattingen en methodes voor het onderwijs aan dove kinderen zich ontwikkelden. Betekenisvolle historische informatie over het dovenonderwijs in Griekenland en op Cyprus begon relatief laat met de stichting van de eerste scholen voor doven in de twintigste eeuw. Deze bijdrage zal een vergelijkende beschouwing geven van de geschiedenis van het dovenonderwijs in Griekenland en op Cyprus, door de belangrijkste gebeurtenissen te belichten die bijgedragen hebben aan het onderwijs aan doven in beide landen. Gegevens in deze bijdrage zijn verkregen zowel uit 'officiële' bronnen (schriftelijke documenten), als uit interviews met informanten (docenten, ouders, doven) uit Griekenland en van Cyprus. Het onderzoek laat zien dat de geschiedenis van het onderwijs aan doven in beide landen veelbewogen is geweest en dat het zich ontwikkeld heeft dankzij grote tekortkomingen en debatten. Ondanks de geografische nabijheid van Griekenland en Cyprus en ondanks het feit dat hun onderwijsbeleid op verschillende punten tamelijk overeenkomstig is, laten de hoofdbevindinge...

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The Impact of Personal Educational Experiences and Communication Practices on the Construction of Deaf Identity in Cyprus

Cited by 12 publications

References 32 publications

Impact of Genetic Counseling and Connexin-26 and Connexin-30 Testing on Deaf Identity and Comprehension of Genetic Test Results in a Sample of Deaf Adults: A Prospective, Longitudinal Study

Impact of Genetic Counseling and Connexin-26 and Connexin-30 Testing on Deaf Identity and Comprehension of Genetic Test Results in a Sample of Deaf Adults: A Prospective, Longitudinal Study

What We Can Learn From Hearing Parents of Deaf Children

An examination of the history of deaf education in Greece and in Cyprus: Determining factors for its development.

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