The Deaf Child in the Family and at School: Essays in Honor of Kathryn P. Meadow-Orlans

By Patricia Elizabeth Spencer; Carol J. Erting et al. | Go to book overview

10
Challenges to Parents and Professionals in Promoting Socioemotional Development in Deaf Children

Rosemary Calderon University of Washington Mark T. Greenberg Pennsylvania State University

There is no doubt that the diagnosis of a profound hearing loss in the child of hearing parents elicits within the parents a complex array of emotions including sorrow, confusion, guilt, anger, and a strong desire to do the right thing to help their child ( Meadow, 1980; Roush, 1994). The diagnosis of hearing loss brings the initiation of ongoing contact with professionals who will play a significant role with the child and family over the next several years. These professional contacts will likely include medical doctors, audiologists, early interventionists, special education teachers, speech therapists, counselors, interpreters, and so forth. Additional contacts with other parents of children with hearing loss and paraprofessionals are also likely to occur either in person or via the internet, which is becoming an increasingly used resource of which parents are availing themselves. The

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