Gestures: Raising a Deaf Child (booklet) by dianneaguas

a guide for parents

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table of contents 5

deafness Introduction About the Deaf Child Psychological & social implications

myths & misconceptions

methods of communication Oral Communication Manual Communication Total Communication

tips for parents

deaf communities & support groups

deafness

about deafness Deafness often occurs in childhood without any obvious relation to specific events in health history or to physical symptoms of aural disease. Before a baby is born, the initial thought of the parents is to be able to raise a healthy child. This includes the ability to socialize properly with the people around him and to be able to adapt well in his home and school environment. The possibility of having a deaf child is usually pushed aside and ignored by the parents’ image of a normal child. When parents are told that their child is deaf, their dreams are crushed and a grief response may be triggered. These parents then experience shock, stress, anger, and denial—which is their way of coping—when it comes to raising

their child due to their inexperience, unfamiliarity, and little contact with deaf persons. Due to this lack of knowledge when faced with a deaf family member for the first time, parents tend to base their perceptions on obsolete stereotypes which can greatly affect the development of the child. Research shows that many hearing parents, including those of children who are deaf or hard of hearing, exhibit high levels of stress, which can influence the parent, child, and the parent-child interaction.

DE AFNE S S | | ABOU T T H E DE AF CH I LD

about the deaf child Deafness can be identified during the earliest weeks of life. Ascertainment of deafness, where it exists, at the age of nine to twelve months, is the first step towards prevention of dumbness and the start training that will lead to understanding speech and to talk, in the period of life during which these forms of mental growth normally occur and contribute vitally to a child’s emotional, social and intellectual well-being. But in some cases, parents find out their child is deaf when they are 3-4 years old. This is where they notice that their children cannot properly enunciate words and construct meaningful sentences. An initial reaction would be to base their perceptions of the child on obsolete stereotypes. In the beginning, deaf children, being limited in the amount of information they are able to receive from spoken words, depend on projected moods and facial expressions to extract meaning. They may vocalise at times, shout, cry and laugh aloud, but their early attempts to talk are often silent. By observing his surroundings, the deaf child slowly memorizes the meaning and lip-appearance of every word he adds to his lip-reading vocabulary. When the deaf child starts going to school he needs the companionship of other children who he can relate and communicate with. It is advised for parents, most especially those encountering a deaf person for the first time, to take action immediately to avoid delays and frustrations in the future. Deaf children should have begun their training before parents send them to school.

DE AFNE S S | | ABOU T T H E DE AF CH I LD

what is your role? Parents must be careful with how they act around their deaf child. Often times these attitudes and behaviors are transferred to the child and shape their development and socialization as they get older. When the parents are too preoccupied with their own feelings, they may be unaware of the way they are presenting themselves to their children. It is important for parents to be mindful of their facial expressions, body language, and word choice because these can be misconstrued or misunderstood, hence the child may perceive that his parents do not accept him. Compared to that of a hearing individual, the deaf child’s speech is frequently not comprehensible and may fail to understand the parents’ requests and throw a temper tantrum. This in itself may provide an impetus for deaf children as having severe behavioral problems. A healthy and talking environment while constantly supporting their deaf child and trying to understand what they are going through are the first steps parents must take. Deaf children need to feel that they are loved and accepted by their parents and peers despite their inability to hear. They need to sense parental love and affection, thereby establishing their own sense of independence and autonomy. As the child moves through the early years and enters the school system, parents must become advocates for their children to ensure that they are receiving the most appropriate educational experiences based on their abilities and needs. The ideal is for home and nursery school to work together to establish the attitude and habits that have already been described as essential and favourable to the development of speech readiness. There must be an active and open collaboration of specialists, teachers, and families.

DE AFNE S S | | P SYCHOLO G ICAL & SO CIAL I M PLICAT ION S

psychological & social implications Once deaf persons are stigmatized, they may encounter a variety of responses. They may be avoided, ridiculed, punished, or reacted to in ways that indicate that they are thought to be less than fully human. It is important to understand the implications of our actions when dealing with a deaf individual. If a part of someone’s body is not perfect compared to the rest, or certain characteristics of the abnormality become obvious, this person may be stereotyped or labeled, causing a stigma to be attached. This stigma may carry a negative implication and can remain in one’s life forever, forcing him to confront his identity. These deaf children must also be permitted a certain degree of physical freedom affording them the opportunity to explore and define their boundaries. If parents retain too rigid a control over their children, they will remain dependent, unable to develop feelings of self-worth.

DE AFNE S S | | P SYCHOLO G ICAL & SO CIAL I M PLICAT ION S

effects on deaf child SELF-CONSCIOUS Being surrounded by people who can hear, it is evident that the deaf child will grow up to be conscious of self (low confidence, embarrassment). As he gets older, he will feel ashamed when his family tries to communicate with him and he cannot comprehend. INFERIORITY & ISOLATION Deaf children who have hearing siblings will often feel inferior to who can talk and hear. There will be times wherein they feel left out when in a family outing and can’t understand jokes or conversations. Children who are not encouraged by their parents to engage in social interaction will feel insecure and uncomfortable when asked to participate in family, neighborhood, and community functions. ANGER & FRUSTRATION Due to the deaf child’s inability to comprehend, he will feel frustrated for not being able to understand what everyone else is trying to say. More recent psychological studies show no difference between potential mental capacities of the deaf and hearing differences that are found lie in the functional aspects of intelligence, particularly in situations requiring thinking and reasoning in terms of abstractions. IMPATIENCE Due to inability to comprehend, deaf children may feel impatient and feel that they process things slower than the hearing child causing them to feel inadequate. When a child who was born profoundly deaf begins to learn verbal language he is still behind compared to the hearing child.

DE AFNE S S | | P SYCHOLO G ICAL & SO CIAL I M PLICAT ION S

effects on parents SHORT TEMPER & TOLERANCE Families with little contact with deaf persons often feel stressed. An immediate action would be to swamp themselves with information about sign language, education methods, schools, hearing aids, etc. Because of this, they tend to have a short temper when dealing with their deaf child. THE ATTITUDE & INDIFFERENCE Implies that the parents are not able to show their child any real affection. These parents lack sympathy and understanding. Children who are raised this way often experience isolation and despair. Instead of the deaf child being provided with the opportunity to interact with the family they remain confused and lonely in their “own little world.” OVERPROTECTION When parents have a propensity toward overprotection they are inclined to shield their child from those everyday situations and experiences deemed crucial to the development process. Parents become reluctant to allow their child to participate in the usual variety of early childhood activities. When children are subjected to parental overprotection and are not allowed to do things for themselves, they gradually learn to expect people to wait on them. This can possibly affect them for the rest of their lives. THE WISHFUL ATTITUDE Refuse to admit that their children are deaf and act as if deafness it not a handicap. Children feel insecure and unhappy because they can’t live up to their parents’ expectations.

myths & misconceptions When encountering a deaf person for the first time, it is common for the hearing population to assume that they cannot read, drive, learn, or that they rely on Braille or lip reading alone for communication. In some cases, hearing people often resort to shouting in hopes that the deaf person can hear them. Here are some misconceptions to take note of.

MYT H S & M I SCONCE P T ION S

“all deaf people can read lips” Not every deaf person can master lip-reading. Lipreading is not a magic route to language learning or comprehension. Some parents have trained their deaf child to read lips and understand body movements from the very start. The term lipreading can also be considered speechreading since it not only involves lip movement but also facial expressions, eye movements, and body gestures. To benefit from speechreading, individuals must have a fairly extensive language background. Hearing individuals assume that all deaf people can understand speechread.

“deaf people can’t read” Just because deaf people process the words slowly does not mean they are not able to read or understand. They can but their levels of comprehension vary dramatically compared to that of a hearing person. Children who are born deaf, or lose their hearing prior to the development of language patterns, encounter communication problems with those significant others and enter the domain of reading with a very impoverished knowledge base.

MYT H S & M I SCONCE P T ION S

“all deaf children have deaf parents” Not all deaf children have deaf parents. Usually, deaf children have hearing parents and siblings. Some would include that the causes of hearing loss involves “brain fever,” “burned up nerves,” or blows to the head. This appears logical to parents when there are no other medical explanations presented to them.

“deaf children can’t attend school” Deaf children today have the option to attend public school or residential school facilities. Several postsecondary institutions, technical schools, and vocational training centers have designed specific programs with support services. In some schools, they offer programs that allow parents to learn sign language and other methods of communication.

MYT H S & M I SCONCE P T ION S

“deaf people are not as intelligent as hearing people” One’s intelligence is often confused with one’s ability to communicate. The sounds deaf people produce when trying to express themselves vocally do not make sense to the hearing observer hence labeled as dumb or stupid.

“all deaf people know sign language” Not everyone who is deaf uses sign language. Hearing people who have not encountered a deaf individual often “freeze” and withdraw when they meet one for the first time. How a deaf person communicates also varies based on his comfortability and skill.

MYT H S & M I SCONCE P T ION S

“deaf people have more emotional problems than hearing people” They suffer serious emotional disturbances but their rate is not excessive. Hearing children automatically assimilate information and mimic behaviors by observing events that occur within their environment. This environmental deprivation results in the hearing public stereotyping the deaf as immature, exhibiting unacceptable behaviors, or having severe emotional problems. However, when the deaf child is provided with ready access to this information and is challenged to grow, the potential for developing socially acceptable behaviors is present.

“hearing aids enable deaf people to hear” Hearing aids serve the purpose of amplifying sounds but it cannot replace damaged nerve fibers and clarify speech.

methods of communication

M E T HOD S OF COM MUNICAT ION

Some deaf children under two years old can learn to understand speech through lipreading and, as a result, spontaneously try to talk. The deaf’s child progress towards speech is best brought about, not by direct teaching, but by the determined and concerted effort of all in the home to give him as many chances as possible of seeing words on their lips and of associating them with meaning in ordinary life situations and activities. Eye contact is also imperative when conversing with deaf children. In an attempt to convey information, parents may become oblivious to their child’s activity, seize them and proceed to communicate. Home training in lipreading, and auditory training, should always be based on assessment of a young deaf child’s individual needs—the nature and extent of his loss of hearing, his development as a whole and the particular circumstances of his home. Deaf children rely heavily on facial expression and body movement for meaning. Those expressions reflected on the face are quickly absorbed by the child. They are very quick to sense feelings of sadness, fear, anxiety, anger, impatience, annoyance, calmness, happiness, and honesty.

M E T HOD S OF COM MUNICAT ION | | ORAL COM MUNICAT ION

oral communication Deaf children usually try to understand their family members by reading their lips and associating movements with their words. This is when they form their own “picture dictionary” in their heads. Oral communication utilizes speechreading (or lipreading) and the maximal use of a child’s residual hearing for the development and production of speech. The presumption beside this method of communication is that a child who is completely deaf or has a hard time hearing will be able to communicate efficiently with hearing individuals. For deaf children, it is unusually difficult since they are still in the process of developing language and communication skills, and are not proficient and capable enough for sustained conversations. The deaf child still needs to develop his capacity to benefit from the contextual guidance from his parents or other professionals.

M E T HOD S OF COM MUNICAT ION | | MANUAL COM MUNICAT ION

manual communication Manual communication refers to a system in which people communicate with each other through means other than verbal communication. Such types of communication would include a combination of hand signals, facial gestures, and other types of body signals. Manual methods of communication can utilize the child’s ability to efficiently communicate through visuals such as sign language and fingerspelling. This method of communication uses sign language while maintaining proper word order and grammar in order for the child’s ability to read and write develop properly. In fingerspelling, although it is not the most efficient one at first, using various handshapes in order to show letters of the alphabet as well as numbers is also used at the start.

M E T HOD S OF COM MUNICAT ION | | MANUAL COM MUNICAT ION

American Sign Language

Dd*

Ff*

Mm*

Nn*

Vv*

Ww*

M E T HOD S OF COM MUNICAT ION | | MANUAL COM MUNICAT ION

Numbers

One (1)

Two (2)*

Three (3)

Four (4)

Five (5)

Six (6)*

Eight (8)

Nine (9)*

Seven (7)

* Some of the signs look the same but are actually different: 1. Letter D and Number One (1); The fingers in the letter D are only touching the tips while in number one it’s covering the middle finger. 2. Letter F and Number Nine (9): The fingers in the letter F are spread out while in number 9 they are far apart. 3. Letter V and Number Two (2): The thumb in the letter V is only touching the tip of the ring finger while in number 2 it’s covering it. 4. Letter W and Number Six (6): The thumb in the letter W is covering the pinky while 5.

the thumb in number 6 is only covering a part of it. Letter M and Letter N: The thumb in the letter M is between the ring and pinky fingers while in the letter N it is between the index and ring fingers.

M E T HOD S OF COM MUNICAT ION | | TOTAL COM MUNICAT ION

total communication Total communication uses both seeing and hearing to communicate. It is possible to pair up manual with oral communication. Messages can be delivered and understood more clearly when a bimodal form of communication is utilized. Total communication strengthens parent-child relationship, thus providing an avenue for more elaborative conversational exchanges. A deaf child can learn many skills when using total communication such as sign language, a bit of talking, getting his ideas across with the use of gestures and body language, lipreading, and other special handshapes and positions when a hearing person talks.

tips for parents

T I P S FOR PARE NTS

decide on a philosophy It is best to start with a philosophy that you would want to keep while raising your deaf child. What do you want to keep in my mind when things get tough? As a parent, you must become advocates for your child and provide the most appropriate and best educational experiences based on their abilities and needs.

time is of the essence There is a timelessness to ensuring that the child willl be able to develop language. Some parents are in the denial stage for so long that when they go through this, they even deny intervention for their children and the chances of success also minimizes which affects the child’s development. Parents must adapt to the communicaiton needs of their child.

ask for help There is nothing to be ashamed of when having a deaf child. Don’t be afraid to reach out to people whether relatives, doctors, communities, and organizations, most especially when you know you cannot do this alone. Always seek for support from the people around you to help cope.

T I P S FOR PARE NTS

understand deafness Remember that technology is also today’s greatest resource. Understand that in most cases, deafness is not hereditary and usually occurs into hearing parents.

don’t worry too much It’s perfectly fine if your child’s performance does not follow the norm. As a parent, you must consult with professionals and provide you with concrete recommendations related to performace. Comparing how your child is to the other is never a good idea. Celebrate your child’s accomplishments no matter how big or small.

get over the shock Do not let the diagnosis of your child prevent you from seeking assistance. Although you often go through the grieving process, remember that time is of the essence, and this will not help the deaf child in any way.

T I P S FOR PARE NTS

do not forget about yourself There are times parents get so caught up in taking care of their deaf child that they forget about themselves. Focus on how you and your child can help understand each other, and foster a healthy home environment.

listen to your child it is important to include your deaf child in making any major life changing decisions that may possibly affect them. With this, it is important to also let your child have fun and explore and be curious about his surroundings.

deaf communities & support groups

DE AF COM MUNI T I E S & SUPPORT G ROUP S

deaf communities & support groups INTERNATIONAL DEAF EDUCATION ASSOCIATION (IDEA) Provides a support group for Filipinos wherein they enjoy social and economic equality and freeing them from isolation. Their mission is to foster self-reliance by giving them opportunities. Address: 0821 J.A. Clarin St., Dao District, Tagbilaran City, Bohol Philippines 6300 Email: childinfo@ideadeaf.org Website: https://www.ideadeaf.org/ PHILIPPINE FEDERATION OF THE DEAF A non-stock, non-profit organization which caters to the general needs of deaf people in the Philippines. Address: II Santa Fe Street, San Francisco Del Monte 1105, Quezon City Email: philfedeaf1997@gmail.com Contact number: +639209577360 Website: http://www.pfdeaf.org.ph/ PHILIPPINE INSTITUTE FOR THE DEAF Ensures that deaf children are given resources that are easily accessible to them. With support from communities, young deaf children will also have the opportunity to listen, learn, and talk. Address: Philippine Institute for the Deaf, Foot of Mabini Bridge, Pandacan, Manila 1011 Email: pidmanila@gmail.com Contact number: 02-5640126 / 02-5640156 / 02-7031819 Website: https://www.pidmanila.com/

DE AF COM MUNI T I E S & SUPPORT G ROUP S

ANGELIQUE VIZORO DEAF MINISTRY FOUNDATION INC. Address: 2129 Odigal St. Commonwealth, Quezon City Contact information: 09058816928, 09088622431, 09192733108 Contact person: Ms. Leonor Vizoro (Coordinator) ASSOCIATION OF AGENCIES FOR THE DEAF Address: PSD 2620 FB Harrison St., Pasay City Contact person: Dr. Yolanda Capulong (Chairman) CATHOLIC MINISTRY FOR THE DEAF PEOPLE, INC. Address: 15-C Salvador St., Unit G Loyola Hghts., Quezon City Contact information: 433-4339 Contact person: Dr. Salud Evangelista (Chairperson) COMMUNITY OF HOPE SPECIAL EDUCATION CENTER Address: PO Box 2369 Bernard Subd. Ozamiz City, Misamis Occidental and Columban Road, Acacia St. Catadman, 7200 Ozamiz City Contact person: Sr. Cecilia Cuizon (Coordinator) KAPATIRAN KAUNLARAN FOUNDATION, INC. Address: 937 P. Paredes St., Sampaloc, Manila Contact information: 735-4461 loc 23 Contact person: Ms. Priscilla Atuel (Executive Director) LINK CENTER FOR THE DEAF Address: MQI Center, 42 Abada cor Alvero St., Loyola Heights, Quezon City Contact information: 426-0382 Contact person: Ms. Carolyn Ui (Head) MANILA SILENT CLUB Address: Dao St., San Antonio Vill., Makati City Contact person: MMs. Lucy Montevirgen (Board Official) MY CHILDREN’S HOUSE OF HOPE (Bahay Bata 127) Address: 2700 IBP Road, Bgy. Commonwealth, Quezon City Contact information: 428-6381, 931-6957 Contact person: Ms. Ana Dizon (Executive Director)

DE AF COM MUNI T I E S & SUPPORT G ROUP S

NATIONAL DEAF INDEPENDENT, INC. Address: 1029-A Samar St., Sampaloc, Manila Contact information: 895-5127 Contact person: Mr. Ruben A. Estoque (President) PHILIPPINE DEAF RESOURCE CENTER Address: 27 K-7 Street, West Kamias, Quezon City 1102 Contact information: 921-8521 Contact person:Dr. Liza Martinez (President) SISTERS OF THE LITTLE MISSION FOR THE DEAF Address: 54 Aurelio Periquet St., BF Executive Village, Las Pinas City Contact information: 807-5945 Contact person: Sr. Mary Ann G. Soria, SLMD (Director) PHILIPPINE CATHOLIC ORGANIZATION FOR THE DEAF Address: c/o Dela Salle University Taft Ave., Manila Contact information: 512-0827 Contact person: Fr. Luke Moortgat (President) FILIPINO DEAF CHRISTIAN FELLOWSHIP INC. Address: Feeder Road, Sitio Lawis, Talipan, Pagbilao, Quezon Contact information: 09155551309 Contact person: Bro. Martin L. Plopenio, Bro. Kryan, Bro. Darwin, Bro. Bien P. Abes TALKING HANDS PH Address: 2700 IBP Road, Brgy. Commonwealth Quezon City, Philippines Contact information: 931-6957, execdirector@talkinghands.ph Contact person: Minette Dizon (09178361401) and Imee Hilamon (09178361401)

DE AF COM MUNI T I E S & SUPPORT G ROUP S

DEAF PEOPLE These people can tell you of their experience with early intervention among the parents and their deaf child and what it was like for them.. SIGN LANGUAGE TEACHERS They can teach your child sign language in order to communicate bewith each other. This will also enrich your child’s development. AUDIOLOGIST They keep track of the deaf child’s hearing levels and answer questions related to their condition and hearing loss. SPEECH & LANGUAGE THERAPIST Provide speech and language therapy classes if needed. SPECIAL EDUCATIONAL NEEDS ORGANIZERS Ensures that a child with special educational needs will receive the supports they are entitled to give.

notes

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