top of page
o-PRESCHOOL-TEACHER-facebook.jpg

Language Deprivation in Deaf & Hard of Hearing Children

Welcome to my website dedicated to raising awareness about language deprivation in deaf and hard-of-hearing children. Language deprivation occurs when children do not have full language access, leading to significant challenges in cognitive, social, and emotional development. This website aims to examine the causes, effects, and solutions to language deprivation, highlighting the importance of early language exposure and access to appropriate communication methods. By providing resources, information, and advocacy tools, I hope to empower individuals, families, educators, and policymakers to support the language development and well-being of deaf and hard-of-hearing children. Part of the advocacy this website intends to convey includes the use of

correct terminology for the descriptive terms of individuals who are deaf or hard of hearing. Throughout this website you will see three terms: 

  • Lowercase “d”-deaf: someone who identifies as deaf without feeling a strong sense of connection to the Deaf community. 

  • Uppercase “D”-Deaf: Someone who identifies as culturally Deaf based on their experiences with the Deaf community. 

  • Hard of Hearing: Someone who experiences mild-to-moderate hearing loss, and may or may not use sign language to communicate. 

"Every child, without any exception whatsoever, shall be entitled to these rights, without distinction or discrimination on account of race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status, whether of himself or of his family." -

 

United Nations Declaration of the Rights of a Child

Human Rights Protest
Human Rights Protest

Is Language a Right?

Human Rights are rights innately possessed by a person simply for being human. On the other hand, civil rights are personal rights guaranteed and protected by the U.S. Constitution which guarantees equal opportunities and protection under the law, regardless of race, religion, disability, or other aspects of identity. With these definitions in mind, the primary access to language is a human right. We are all born with the opportunity and abundance of language around us. It is something we don't think twice about. On a more complex position, access to an adequate language is a civil right as we explore how the Deaf community’s access to language has been historically hindered. Deaf and hard-of-hearing children should have the right to choose a language that best supports them, whether it be spoken English or American Sign Language (ASL).

​

For this reason, an open dialogue about the importance of language access, one with the goal of finding equitable solutions, is vital. The purpose of this platform is to provide a background on the key causes and devastating effects of language deprivation in deaf and hard-of-hearing children. The objective is to give context to hearing privilege toward the decisions of a deaf child’s choice of language, indicate the effects of sign language not being an initial choice of language, and advocate for possible solutions to combat the concept of language deprivation.

child using the I love you sign in American sign language.
Child using the sign for i love you in ASL

The Rights of a Child

The United Nations has outlined rights that are possessed by all human beings, but the rights of a child called for a distinct declaration.  According to the UN Declaration of the Rights of a Child, “The child shall be given an education which will promote his general culture and enable him, on a basis of equal opportunity, to develop his abilities, his individual judgment, and his sense of moral and social responsibility, and to become a useful member of society." Receiving an education that adequately supports your individual needs is essential and there are numerous laws guaranteeing those with disabilities the access to services. This should include the opportunity for deaf children to use American Sign Language as a primary mode of language, especially when it pertains to their progression through school.

 

However, the power of the appropriate course of education is invested in the parents. "The best interests of the child shall be the guiding principle of those responsible for his education and guidance; that responsibility lies in the first place with his parents." Because of the lack of maturity of a child, it is valid for a parent to make decisions on behalf of the child, but it becomes a topic of discussion when a parent withholds the opportunity of a child to access a language in favor of other forms of communication. This becomes extremely sensitive when hearing parents choose to not expose their deaf children to American Sign Language. This ultimately hinders their ability to acquire language.

References

Assembly, United Nations General. “United Nations 1959 Declaration of the Rights of the Child Resolution 14 1386.” A/RES/14/1386 - Declaration of the Rights of the Child - Un Documents: Gathering a Body of Global Agreements, www.un-documents.net/a14r1386.htm. Accessed 16 Apr. 2024.

​

“Universal Declaration of Human Rights.” United Nations, United Nations, www.un.org/en/about-us/universal-declaration-of-human-rights. Accessed 10 Apr. 2024.

bottom of page