Conceptualization Of Deaf Children Essay

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I think that hearing children commonly grow up in both linguistically rich homes and linguistically rich schools and are competent in their studies. But for deaf children, I think it depends. They would have little exposure to language in their home because of the communication barrier between them and their family. Therefore, deaf children would most likely be growing up in a linguistically impoverished household. But some deaf children can grow up receiving exposure to language in their early years, and they would therefore be living in a linguistically rich household. And while it can vary for deaf children to be either linguistically impoverished or rich at home, it can also vary for deaf children to be linguistically impoverished or

Deaf children are placed in an environment that they do not have direct access to in comparison to hearing children, and they are deprived of things like incidental learning. So, it is key for interpreters to understand extended discourse, particularly in a predominantly hearing-centric school setting, so they can apply that to their work when interpreting for a deaf child so that they can understand when the teacher is making a joke or being serious, they can know who they are sitting next to in class, and they can be a part of activities such as play time, circle time, story time, etc. And the interpreter also had to recognize that the development of a child’s literacy skills is a collaborative effort made by their teachers, parents, counselors, other family members and the likes, so the interpreter plays an important part of the deaf child’s development being their language model in a largely English-speaking