Determinants of Self-Concept in Deaf and Hard of Hearing Children

Significant areas affecting development of deaf and hard of hearing children's self-concept are examined. Specifically covered are the effects of early language development, socialization, and types of educational placement. Several comparisons between hearing and deaf and hard of hearing children's self-concept are described. Deaf and hard of hearing individuals with deaf parents appear to have better self-concepts than deaf and hard of hearing individuals with hearing parents. Some evidence is presented to suggest that deaf and hard of hearing subjects in residential schools have higher self-concepts than their peers in regular public school classes. Self-concept measures and the problems associated with their use with deaf and hard of hearing children are discussed. These problems include inappropriate language structures, vocabulary requirements, and low test-retest reliabilities. Future areas of study include the effect of new early educational interventions on these children's self-concept and continued improvements in measurement techniques.