Deaf/hh Infusion
Introducing the Whole Child
By Stephanie Olson and Karen Putz, H&V Headquarters
Michelle Thomas’ morning conversation with her son Miles:
Miles: “Mom, what if I get to kindergarten and the kids don’t like me and my processors? Will I need to go back to preschool?”
Michelle: “What?! No, buddy. Your new friends will be so excited to meet you and they will love your processors because they are part of you. You are so wonderful and kind and friendly. You’ll make lots of friends.”
Miles: “Yeah. I’m super funny and I can draw really good people. I guess I will have a lot of friends.”
We cherish this conversation between Miles and his mom. She embraced the incredible parts of Miles that make him who he is and who he is learning to become. Michelle honored her son’s personality and talents in addition to his hearing, technology and communication modality. That is what we all crave; to be fully recognized for who we are.
In our work as Co-Directors of Deaf and Hard of Hearing Infusion, we sometimes meet families or professionals who are deeply wrapped up in the “parts” of the whole child. Sometimes in the field of deaf/hard of hearing work, the focus narrows down to topics limited to hearing, such as communication choices, hearing technology, services, education and/or audiograms. While all of that is important and has its place, the concept of the “whole child” can be lost in the process.
At a recent training in Minnesota with their parents and Deaf/Hard of hearing (DHH) Guides, one of the Guides mentioned she was going to a concert later that evening. The energy in the room quickly changed as the group connected and laughed about concerts, bands that were coming back, and accommodations for music. We were together because of a training as DHH Guides supporting families but the topic that quickly connected us to all the other fun parts of our life–going to a concert, puppies, traveling and more. We learned that one loved to embroider and she created beautiful coasters. One enjoyed longboarding, one played football, and others; biking, traveling, and photography.
In a recent virtual Guide By Your Side D/HH Roundtable meeting, we asked the D/HH Guides to share what they like to do for fun as part of their introductions. There were smiles and laughter as we learned who likes to hunt and fish, biking, reading, and going to bookstores. Several shared that they enjoy going to the beach, hanging out with their kids, hiking, and one was a computer geek.
As we move into the new school year remember to introduce your child and share who your child is beyond their hearing, communication modality, or technology. Do this for new activities, social groups or sports and team events. For example, when you introduce your child, start with their interests or something fun. Work in the Deaf/Hard of hearing, accommodations or helpful communication tips a bit later. This allows people to get to know your child first and the focus is on your child and not the hearing status/levels. Do this with teachers, coaches, scout leaders and other people involved in your child’s life. Model this for your child and they will learn to introduce themselves and accommodations will become a natural part of that introduction and who they are. Introductions that include the big picture (information beyond our hearing) highlight the parts of us that enhance our social/emotional connections and make us interesting people to others. We bet when you read the comments about Miles being funny and how he enjoys drawing people you wanted to become his friend, just like we did!
It takes all of us–the families, the professionals, the Deaf/Hard of hearing community–we each play a part in helping Deaf and Hard of Hearing children tap into their potential. ~
Editor’s note: From the tip sheet, Fostering Healthy Social and Emotional Development in Young Children (http://handsandvoices.org/fl3/topics/lang-lit-soc-development/pdfs/HHS%20SED%20Tips-for-Families.pdf):
Children are born with the need and desire to connect with those around them. When parents and caregivers establish positive relationships with children from birth through the early years, children feel safe and secure, laying the foundation for healthy social and emotional development. This process affects how children experience the world, express themselves, manage their emotions, and establish positive relationships with others.
Karen and Stephanie focus on Deaf/hh Infusion in their work for Hands & Voices. They do this in a variety of ways: by adding and creating resources on the Hands & Voices website, through webinars, trainings, conferences, and events, and even (sometimes) connecting families with Deaf and Hard of hearing adults. Reach them here: Karen@handsandvoices.org or Stephanie@handsandvoices.org