Development of Maturity in Deaf Children

Abstract

Research findings reporting teacher-counselor ratings of deaf children from differing home and school settings show significant differences in assessments for maturity. An analysis of various developmental crises for which deafness has a definite impact is presented, based on Erikson's theory of epigenetic development. Both research findings and theoretical analysts point to the conclusion that immaturity is not a necessary consequence of auditory deprivation.