Readiness of Parents in Deaf Children’s Language Learning: A Qualitative Study

Abstract

Parents’ role in helping deaf children’s language learning through listening and speaking skills is a family-centred effort. It is used as one of the decisive strategies to achieve the objective of using cochlear implants. This study focuses on parents’ role from the aspect of their involvement in the success of language learning for deaf children who wear cochlear implants. This study was conducted to explore the involvement of parents in helping the language learning of children who have hearing problems and use cochlear implants. A qualitative approach was chosen using a case study design. A total of three pairs of parents were selected to be interviewed. The responses and sharing given by the respondents were analysed descriptively. Descriptive analysis in the study was done using ATLAS.ti version 9 software and has found several themes that play an important role in giving implications to the language learning of deaf children who wear cochlear implants. The findings of the study show that the consistent and meaningful role of parents throughout the rehabilitation period has an impact on the mastery of listening and speaking skills and subsequently improves the learning and language mastery of deaf children who wear cochlear implants. In conclusion, the role taken and played by parents has implications for the language learning of deaf children who wear cochlear implants. Full parental support can help deaf children who wear hearing aids to live like their hearing peers.