Children deaf or hard of hearing living in a French-minority: parents' reflections on services and experiences.
Saved in:
| Title: | Children deaf or hard of hearing living in a French-minority: parents' reflections on services and experiences. |
|---|---|
| Authors: | Nassrallah, Flora1 (AUTHOR), Fitzpatrick, Elizabeth M2 (AUTHOR), Goldstein, Jordyn3 (AUTHOR), Toudjui, Sandrine4 (AUTHOR), Lessard, Chantal5 (AUTHOR) |
| Source: | Journal of Deaf Studies & Deaf Education. Jul2026, Vol. 31 Issue 3, p413-421. 9p. |
| Subject Terms: | *Health services accessibility, *Language & languages, *Community health services, *School environment, *Teaching aids, *Schools, *Parent attitudes, *Research methodology, *Child development, *Communication barriers, *Cultural pluralism, *Access to information, *Children, Deafness & psychology, Independent living, Interviewing, Descriptive statistics, Thematic analysis, Medical coding, Family-centered care, Minorities, Data analysis software |
| Geographic Terms: | Canada |
| Abstract: | Hearing can shape a child's developmental experiences; how they communicate, learn, interact, and engage with the world. Among the 1 million Francophones who live in a minority situation in Canada, an estimated 600 to 700 are deaf or hard of hearing (DHH). Canadians living in a minority situation often face barriers accessing certain services. For DHH children, the linguistic environment is particularly important. However, it is unclear whether raising a DHH child in a linguistic minority presents additional challenges. The goal of this pan-Canadian research project was to gain an understanding of the perspectives of parents of DHH children living in a Francophone-minority community on factors that have contributed positively or negatively to the development of their child. Using a qualitative approach, interviews were conducted with 14 parents across Canada. Thematic analyses of these interviews resulted in four key themes: the importance of the French language for these families, the lack of services in French, the lack of resources in general and in French, and the elements that contribute positively to the development of this population of children. Findings from this study reinforce the importance of providing access to French services in minority settings for these families. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Hearing can shape a child's developmental experiences; how they communicate, learn, interact, and engage with the world. Among the 1 million Francophones who live in a minority situation in Canada, an estimated 600 to 700 are deaf or hard of hearing (DHH). Canadians living in a minority situation often face barriers accessing certain services. For DHH children, the linguistic environment is particularly important. However, it is unclear whether raising a DHH child in a linguistic minority presents additional challenges. The goal of this pan-Canadian research project was to gain an understanding of the perspectives of parents of DHH children living in a Francophone-minority community on factors that have contributed positively or negatively to the development of their child. Using a qualitative approach, interviews were conducted with 14 parents across Canada. Thematic analyses of these interviews resulted in four key themes: the importance of the French language for these families, the lack of services in French, the lack of resources in general and in French, and the elements that contribute positively to the development of this population of children. Findings from this study reinforce the importance of providing access to French services in minority settings for these families. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10814159 |
| DOI: | 10.1093/jdsade/enag001 |
