Do you see what I see? School perspectives of deaf children, hearing children and their parents

Marc Marschark*, Rebecca Bull, Patricia Sapere, Emily Nordmann, Wendy Skene, Jennifer Lukomski, Sarah Lumsden

*Corresponding author for this work

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Perspectives on academic and social aspects of children's school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children's friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.

Original languageEnglish
Pages (from-to)483-497
Number of pages15
JournalEuropean Journal of Special Needs Education
Volume27
Issue number4
DOIs
Publication statusPublished - Nov 2012
Externally publishedYes

Keywords

  • deaf
  • social-emotional functioning
  • schooling
  • mathematics
  • parent-child communication

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