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Traditional research examining the communicational choices made by families with deaf children tends to emanate from the premise that families engage with either of the two grand discourses on deafness (i.e., the medical or cultural–linguistic perspective). This study investigated hearing mother's engagement with the educational options for their child from a dynamic, poststructural perspective. Three Flemish mothers were interviewed in-depth at the child's ages of 6, 9, 12, 18, and 24 months. The data were analyzed within a theoretical model that describes the positioning process of the mothers. This method yielded alternative explanations for former findings concerning mothers’ decision-making processes, especially the difficulty of learning sign language as a second language in an effort to provide a bilingual–bicultural education, and highlighted the importance of having rich experiences. It further showed that a bilingual–bicultural position was scarcely available and poorly supported for these mothers. These findings are discussed in relation to recent international consensus statements on best practices in early intervention.

Mothers of Deaf Children in the 21 st Century. Dynamic Positioning Between the Medical and Cultural–Linguistic Discourses