April 11 th to April 12 th 2015
Kirsten Smiler

I hate that people struggle with words whenever they talk about deaf people.
(Mother of a Māori deaf child)
“ A different centre” (Padden and Humphries 1990)
A strengths-based view/deaf-centric way of respecting and valuing a deaf person’s unique perceptions, visual orientation, and the differing cognitive abilities and resultant social abilities of deaf people.
“Te Rito”
The concept of Pā Harakeke offers a strengths based approach to child and family and whanau development. Pā Harakeke emphasizes the uniqueness and value of children and interconnectedness within families and whanau. This idea is a useful way of exploring the experience of having a deaf child in the family.

No two children (including deaf children) are the same, and no two family and or whanau are alike!
• How and when deafness occurs is important – this influences the way we respond to a deaf child and how we encourage their social and linguistic development.
• Language and communication development is a journey. We may explore and support multiple approaches to language and communication over the course of a deaf child’s life. This is ok, although during this journey it pays to consider how you can include your child in the daily-lives, routines and cultures or our family and whanau. This may require some serious and critical thinking - and possible debate and discussion with others!
• Sometimes you’ll have to consider how your child is experiencing family and whanau life. Often inclusion requires acknowledging a child’s difference to accommodate them.
• Encourage your family and whanau to celebrate diversity (and being deaf). This will encourage them
(and you) to see themselves as valuable and valued.
• There are differing ways of shaping the experience of being deaf. Sometimes we might focus on what a deaf child can hear (or not), the sensory experiences of being deaf, behaviour (social or learning behaviours unique to deaf people), visual orientation of deaf children, shared social experiences shared across deaf people (deaf social and thus cultural norms).
• Meeting and getting to know other deaf people (across the age span)and their families and whanau helps to gain an appreciation of the diversity across deaf people.

• Having a strong foundation in family and/or whanau culture rests on understanding and accepting the experience of being deaf and how this influences participation in daily life, routines, ability too take on roles, and assume an understanding of family and/or whanau-culture.
• Meeting and getting to know other deaf people (across the age span), their families and whanau helps you to gain an understanding of the similarities and diversity across deaf people. Relationships and friendships with others can sources of useful support.
• Having a deaf child effects everyone in the family and whanau, the experience is different for all, but also belongs to all. Recognising this helps families and whanau to include deaf people.

• Learn about how deaf children develop and grow: get information from a diverse source (professionals, other families and whanau, deaf people (children and adults).
• Get to know other families and whanau you know with deaf children. Ask yourself are there things you can learn from them, is there support you can offer one another?
• Find out if there are families and whanau with deaf children who come from similar cultural backgrounds. You might be able to share and learn from one another.

• Think about how your family and whanau can celebrate diversity (and being deaf) to show that your child is a valued family and/or whanau member.
• Think about what types of supports you might like (or need) to ensure your child can participate in your family/whanau culture/s?
• What are some positive aspects of your family culture which could support your child’s inclusion. Can you foresee any challenges? What are some potential solutions?
• What value do you think getting to know other deaf children and their families and whanau might have for you and your child.