Deaf parental hearing status, sign language use at home, and attendance at a school for the deaf are each associated with more positive perceptions of deaf children's social success¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r1 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Deaf children of deaf parents were seen as more socially successful than deaf children of hearing parents. → Marschark M 2012 q3 i? Both children and parents saw greater social success in families using sign language at home. → Marschark M 2012 (2) q3 i? Children in schools for the deaf were seen as more socially successful than those in mainstream schools. → Marschark M 2012 (3)

Evidence¶

Marschark M 2012¶

Marschark M, Bull R, Sapere P, Nordmann E, Skene W, Lukomski J, Lumsden S. (2012). Do You See What I See? School Perspectives of Deaf Children, Hearing Children, and Their Parents. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2012.719106

q3 · i? · associational · r1

A 2 (parental hearing status) by 2 (group) ANOVA on the Social-Emotional scale yielded main effects of parental hearing status, F (1, 52) = 6.94, and group, F (1, 52) = 9.67; "Deaf children of deaf parents were seen as more socially successful than deaf children of hearing parents". No effect size was printed.

"Deaf children of deaf parents were seen as more socially successful than deaf children of hearing parents by both children and parents, while both deaf and hearing parents saw their deaf children as more socially successful than did the children themselves."

Marschark M 2012 (2)¶

Marschark M, Bull R, Sapere P, Nordmann E, Skene W, Lukomski J, Lumsden S. (2012). Do You See What I See? School Perspectives of Deaf Children, Hearing Children, and Their Parents. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2012.719106

q3 · i? · associational · r1

A 3 (home language: sign, English, or both) by 2 (group) ANOVA on Social-Emotional scores yielded main effects of language, F (1, 50) = 4.26, and group, F (1, 50) = 11.56; sign-language homes were rated higher, and English-only and mixed homes "did not differ". No effect size was printed.

"both groups saw social success as (significantly) greater in families using sign language at home compared to families using either English or both sign language and English at home, which did not differ"

Marschark M 2012 (3)¶

Marschark M, Bull R, Sapere P, Nordmann E, Skene W, Lukomski J, Lumsden S. (2012). Do You See What I See? School Perspectives of Deaf Children, Hearing Children, and Their Parents. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2012.719106

q3 · i? · associational · r1

A 2 (school type) by 2 (group) ANOVA showed parents rated social success higher than children regardless of placement, and "Children enrolled in schools for the deaf also were seen by both their parents and themselves as more socially successful than those in mainstream schools". No effect size was printed.

"Children enrolled in schools for the deaf also were seen by both their parents and themselves as more socially successful than those in mainstream schools, F (1, 49) = 8.22, MSE = .54."

Discussion¶

Related Claims¶

• Hearing children are rated as more capable in reading and more socially successful than deaf children by both children and parents — related
• Parents rate their children as more socially successful than the children rate themselves, regardless of hearing status — related
• Native signers (children of at least one Deaf parent) outperform non-native signers on ASL syntactic judgment and analogical reasoning tasks — related
• Native signers of ASL show more proficient bilingual abilities than non-native signers — related