accessible interactions or with disparate others. Affectual reports related to alienation included boredom in inaccessible interactions; awareness of potential rejection by hearing peers; shyness, anger, nervousness, and discomfort in the presence of hearing children who do not sign; discomfort with teasing by hearing peers; frustration in some communicative interactions; and for one child, association of deafness with illness and fear of becoming ill or developing disabling conditions ( Sheridan, 1996).
A third theme that emerged from this study is overt and covert identity. This theme describes who children see as similar to and different from themselves and how they make those distinctions. The children in the study were able to tell us through phenomenological interviews how they determine who is deaf, hearing, and hard of hearing.
With domesticated and disparate others, the children may or may not be aware of the actual hearing status of the person they are observing. The child's judgment of a person as similar to or different from him or herself is related to observations of the person's communication, whether the person uses assistive devices, and acceptance of and sense of belonging with the person.
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