| This qualitative case study investigated the process by which eight hearing parents went about making decisions to promote language acquisition and literacy learning in their deaf children, who or what influenced that process, and how they coped emotionally with the impact of deafness on literacy and language acquisition. Data from interview transcripts were analyzed to isolate common influences across cases. Concept maps were also used to explore relationships between these influences. It was found that over time, parents came to rely on themselves because they were often disappointed by the medical community and educational-placement agencies. Research, site visits, and the influence of trusted educators all served to educate and guide the parents, especially as they grew more concerned about the influence of their children’s intellectual and social peer groups. Signing was generally recognized as beneficial by families, though in some cases it also caused tensions. Finally, as parents made site visits to schools, some encountered what they perceived to be forms of extremism that disturbed them. |
