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Identity Patterns and Self‐ and Teacher‐Perceptions of Problems for Deaf Adolescents: A Research Note
Author(s) -
Cole Susan H.,
Edelmann Robert J.
Publication year - 1991
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.1991.tb00355.x
Subject(s) - psychology , identity (music) , sign language , checklist , american sign language , developmental psychology , self concept , perception , sign (mathematics) , linguistics , cognitive psychology , mathematical analysis , philosophy , physics , mathematics , neuroscience , acoustics
The present study investigated self‐ and teacher‐perceptions of deaf adolescents in relation to cultural identity. Fifty‐one deaf adolescents completed the Porteous Checklist and Deaf Identity Scale presented in British Sign Language. Subjects were assigned to deaf, hearing or dual identity groups. Results suggest that deaf adolescents' self‐perceived concerns are not dissimilar in content or severity to those of their hearing peers, although certain issues may assume a particular significance in the presence of deafness. The hypothesis that the hearing identity group would report most problems was not supported. Teachers rated the dual identity group as having the fewest difficulties.