Why learn sign language? Medical influence on hearing parents decisions

Early access to sign language is considered fundamental for the development of deaf children; however, around 90% of them are born in hearing families who do not know this language. As a result, early language development of deaf children can be profoundly affected by their lack of exposure to an accessible language. This study sought to examine how hearing parents of deaf children relate to sign language and the process of learning it. A descriptive, analytical, and relational study was conducted, following a qualitative approach based on Grounded Theory. Interviews to 13 parents of two schools for deaf children in Chile were transcribed and analyzed, using open and axial codification strategies. Emerging codes were grouped into four main categories: parents' experiences related to medical diagnosis, school experiences, sign language learning, and communication. Diagnosis is described as a moment of emotional shock, in which parents are faced with a medical approach toward deafness that excludes sign language. The school for the deaf is fundamental in sign language learning, and parents reach different levels of competency in it. We suggest incorporating a social approach to deafness upon diagnosis and providing interdisciplinary support for parents so they may learn about the Deaf community and begin learning sign language sooner.