Abstract
This article investigates the way in which the experience (and conceptualisation) of adjustment to a deaf child is affected by the cultural-linguistic model of deafness. It explores how this model radically challenges many of the loss and disruption concepts that underpin traditional views of the adjustment process. Data are presented from an interview study of hearing parents, and Deaf and hearing professionals who are involved in an early intervention programme that supports the cultural linguistic model. How they understand the adjustment process in the light of a strongly anti-tragedy, culturally diverse, linguistically able approach to deafness is at the centre of this exploration. Finally, data are discussed with particular reference to parents' experiences of 'hearingness' and the different cultural/professional perspectives of the Deaf and hearing intervenors.
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