Being a Deaf Role Model: Deaf People's Experiences of Working with Families and Deaf Young People

Autor/inn/en	Rogers, Katherine D.; Young, Alys M.
Titel	Being a Deaf Role Model: Deaf People's Experiences of Working with Families and Deaf Young People
Quelle	In: Deafness and Education International, 13 (2011) 1, S.2-16 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1179/1557069X10Y.0000000004
Schlagwörter	Role Models; Focus Groups; Deafness; Youth; Adults; Parents; Foreign Countries; Training; Family Programs; Expectation; Parent Attitudes; Attitudes toward Disabilities; Program Effectiveness; United Kingdom + Suchen Sie Ihr Suchwort? Identifikationsfigur; Gehörlosigkeit; Taubstummheit; Jugend; Jugendlicher; Jugendalter; Eltern; Ausland; Ausbildung; Family program; Familienprogramm; Expectancy; Erwartung; Elternverhalten; Großbritannien
Abstract	The experiences of being a deaf role model have been little explored in the literature. This paper explores the role of the deaf role model as perceived by d/Deaf adults who carried out this role, when working with deaf young people, parents of deaf children, and professionals who work with them. The data were collected from part of the evaluation study of the National Deaf Children's Society's deaf role model project. Five focus groups were carried out with d/Deaf adults who were trained to be deaf role models across the UK. From deaf role models' perspective, five key issues were identified: the value of training; perceived benefits for families/deaf young people; managing parental expectations; addressing parental attitudes to deafness; and the personal impact of being a deaf role model. Recognizing and valuing d/Deaf adults' work with the families of deaf children/young people will benefit not only families and the other professionals who work with them, but also d/Deaf adults themselves. (Contains 2 footnotes and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10