Document Type : Research Paper
Authors
1 Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
2 Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.
Abstract
Parental support and involvement are recognized as essential elements in the education and development of deaf children. Parental participation positively influences the overall well-being of their deaf children. This study was conducted using a descriptive phenomenological approach to explore the lived experiences of hearing mothers regarding the opportunities and challenges of raising a deaf child. The study population consisted of all mothers of deaf students in Qom during the 2024–2025 academic year. The sample included eleven mothers, selected based on theoretical saturation. Data were collected through semi-structured interviews, and participants’ lived experiences were explored. Data analysis was performed using Colaizzi’s method. Following thematic extraction and categorization, the results were organized into five main themes: parental acceptance of the child, parental awareness, early intervention, communication skills, and emotional expression. Overall, the analysis of the lived experience of hearing mothers with deaf children showed that they are affected by their child’s deafness in various ways, and that the child’s condition can affect the psychological well-being of the parents. Therefore, these categories can be used to develop educational programs to improve the psychological well-being of parents with deaf children.
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