Deafness as difference : a phenomenological investigation of the experience of being deaf

The purpose of this study was to describe the experience of being deaf across the life span, from the point of view of deaf adults. A phenomenological approach was used: Eighteen well-functioning, ticulate deaf adults participated in open-ended interviews conducted in sign language about events at various times in their lives when they noticed being deaf.

Data were analyzed by a phenomenological procedure which involved discerning units of meaning, detecting patterns in occurence of mean ing units and successively grouping these units until there emerged an overall structure for the experience: a set of basic categories re lated to one another in specific ways. In this study, these categories took the form of phases, and the relation among them was sequential: The experience of being deaf as given by participants in this study could be described by a set of sequential or developmental phases for becoming aware of and coming to terms with being deaf. The phases are: Encountering, Knowing, Acknowledging Facts of Life, Coping and Creating, Accepting and Guiding.

Over all developmental phases, there emerged a single overarching theme: Deafness as Difference. Moving through the phases entails an evolution of experiences of difference and sameness over time. In early phases (Encountering), before one is able to reflect on being deaf, difference impinges in painful ways. Over time, one comes to know that the sense of being different has to do.with being deaf (Knowing), and to recognize the limits and possibilities deafness brings (Acknowledging Facts of Life). One learns to act on these limits and possibilities (Coping and Creating). As one comes to accept being deaf (Accepting) and to impart to others the knowledge and wisdom borne of this acceptance (Guiding), difference recedes. Although one's deafness is fully acknowledged, being different from others by virtue of being deaf becomes less figural than being the same as others by virtue of being human.

The means of ensuring rigor in this study ("fidelity to experi ence") was described and contrasted with quantitative approaches to ensuring rigor (e.g., reliability) in more traditional psychological research.

Findings were discussed in relation to minority group experience, to fundamental aspects of the human life world (time, body, others and self) and to developmental theory. Particular attention was given to the bearing of the findings on the development of self: Self development for the deaf person involves coming to terms with being different and with the limits entailed in difference. Such constraints are not, however, unique to deaf persons: Deaf experience was framed as a compelling and illuminating instance of the universal human tasks of facing limitation and of acknowledging difference.

There was discussion of potential application of the findings in educating persons who are in close contact with deaf persons (e.g., parents of deaf children and professionals working with deaf people).