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Diversity in Deaf Education$
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Marc Marschark, Venetta Lampropoulou, and Emmanouil K. Skordilis

Print publication date: 2016

Print ISBN-13: 9780190493073

Published to Oxford Scholarship Online: June 2016

DOI: 10.1093/acprof:oso/9780190493073.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 23 January 2022

On the Home Front

On the Home Front

Parent Personality, Support, and Deaf Children

Chapter:
(p.109) 5 On the Home Front
Source:
Diversity in Deaf Education
Author(s):

Patrick J. Brice

Rachael M. Plotkin

Jennifer Reesman

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190493073.003.0005

Research on parenting deaf children has examined cognition, language, and communication use; age of child; cochlear implant use; educational settings; as well as the impact of parental stress. The results have been less than consistent. These conflicting findings are reviewed and examined in light of the previously neglected factor of parent personality. Recent research has shown that in addition to child characteristics and experiences of stress in the parent, the parents’ personality style—their approach to managing their emotional world—contributes significantly to childhood outcomes. Furthermore, parental personality interacts with characteristics of deaf children, such as whether cochlear implant technology is used. This has important implications for individualizing family support programs for families with deaf children. The findings reviewed help educators, professionals, and parents place into context the findings regarding important parent characteristics and behaviors that contribute to the success of deaf students.

Keywords:   adjustment, cochlear implants, parenting, personality, stress

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