Article by Dr. Riccardi, published B4U , the social network on health and psychological well-being.
What it means to grow deaf in a world of hearing people, a school for deaf and in a family deaf? In addition to the difficulties inherent in the development of identity and autonomy, sensory deficit and the absence of a linguistic code may increase even more in the child / young deaf sense of isolation, "diversity" , and anxiety.
Imagine waking up one morning and not being able to feel anything. The alarm rings, but we do not feel alone and luckily there is someone next to us who wakes us up to us. We leave to go to work or school, take the bus and we run into a crowd of people moving fast lips and shake gestures without understanding anything of what he is saying. Let's go home, turn on the television and what we see is just a box on which it stops moving images without being able to understand anything. We eagerly await the news with subtitles but a few minutes before we are overtaken by an unexpected and come to understand a little later also the first news!
Perhaps some things may seem to be improbable or absurd, and yet these and many other situations are daily bread for deaf people, who are forced to adjust to a society with extreme difficulties and a world fit for hearing. Unfortunately, whether we like it or not, we are so much accustomed to doing things in everyday life that even we are aware of being able to do and then not always been able to understand the fly a different reality from ours. ; ; ;
When a child is small, whether he is deaf or hearing impaired, can enjoy the great protection of the family, that is when it starts but then fail to go to school and is forced to confront a world in where there is not always those who are ready to understand and let it go like mom or dad can do. This applies even more to the deaf child, who, because of its deficit, it depends even more on the parent caregiver (in most cases the mother), living contact with the outside world even more ; traumatic. In addition to great inconvenience of the separation then living children also deaf, deaf children feel too much of their particular condition and may put in place to protest behaviors such as refusing to put the prosthesis on the school. Furthermore, especially in children born to hearing parents used to have relations only with peers and deaf adults, the perception of their difference can be so exasperated that they yearned to believe that they can not grow up with the consequent belief that they will never have a their lives, work or family.
"I could not be great. I could see myself staying small. For all my life. I believe the limited only been present. And above all, believe me ... I was not alone in the world can communicate like the others, so I could not be like others, we feel great ... I had never seen deaf adults ... So in my heart, deaf children never become great. "
therefore becomes necessary that the deaf child is to identify you as a child and an adult like him who can offer a model both from a linguistic point of view of communicative development of identity. In this sense, then a meeting at school with a deaf educator, for example, in such a sensitive time for parents, one side is a support and respond to their anxieties about the future of their small and the other gives confidence to the child in his ability to be great. ; ;
During the development of the deaf child lives constantly and to the need of independence and even more when this becomes a teenager. Beyond the deafness in fact, occur during this developmental stage, as we know, the great changes both physical and cognitive: the boy is no longer a child but it is not even an adult and if one part tends to detached from the family to achieve its own identity and autonomy, the other can still feel the need to remain in a situation of security and dependence on parental figures. The family of the other Party must change in order to fulfill some important developmental tasks, and so the parents are in the difficult position of having to ensure defined borders but "elastic" to encourage the exploration of the environment outside the family without sacrificing the protection and understanding. When a boy is deaf, then all these difficulties are amplified, and even more traumatic. To the identity crisis child / dependent-adult / independent fact it also adds the crisis than the "diversity" and the "disadvantage" the problem of body image is reinforced by the discovery of "diversity" experienced as narcissistic wound very strong in a time when the physical takes on symbolic meaning and also a strong identification with peers is difficult because , returns an identity "different" and "imperfect". And 'necessary then that since the child is small you can find the most appropriate way to communicate with him that allows him to express his needs and emotions so that, at this delicate stage in which the teenage boy does it really come to terms with his disability, adequate communication will help in the construction of its identity. In general, but even more for a deaf child, experience of adequate communication is very important because if there are differences in this way also increases the difficulty of removal as typical adolescent generational incomprehension (parents / children) would be added also that community (deaf / deaf).
would be important then expose the deaf child from a young age to be 'that the Italian sign language, learn this because a code that travels on a channel for him deficit (visual-gestural) allows him to do while knowledge of the world and things, keeping alive the learning process and prevent a delay at the cognitive and then promote the learning of Italian, but also allows him to express thoughts, needs and emotions that would otherwise remain unexpressed greatly increasing the sense of isolation, of "diversity" and anxiety.
Bibliography:
A. Tomassini (1999), Echoes of silence: adolescence in families with deaf children Meltemi, 1999).
Bosi B.; Maragna M., A. Tomassini (2007), The communication assistant for the deaf student. Who is, what it does and how it forms. Reference manual for professionals, schools and families.
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