![]() Because when you’re doing a survey and you’ve asked a question that makes it clear that the asker is not aware of your experience, that’s an excluding, othering experience. We tried to develop questions that were as inclusive as possible to different experiences. In wanting to capture a range of diverse experiences, how’d you go about developing the survey?Įidelman: We went through multiple iterations, questioning what biases might be in each question, what assumptions we might be making. A lot of it comes from a stance based in a medical model that carries assumptions about what “typical” or “healthy” development looks like, and then contrasts whatever the disability-identity portion is with that perceived “normal” development. Hadas Eidelman: This isn’t just the case for CODA research, it’s the case for a lot of research around any issues involving disability. We focused our research on identity, sense of belonging, and the navigation between the two cultures of the hearing world and the deaf world. So, past research focused on what is atypical without always applying an asset-based lens. One of the most-researched questions is “How do CODA learn to speak if their parents sign?” Also a lot of the work was about language delays or disfunction, but not much research about identity and belonging. Julia Pichler: A lot of the existing research focuses on language development. How does your study begin to present a different narrative about the CODA experience? ![]() ![]() Here, they discuss their study and share a bit about their findings. Last spring, Pichler and Eidelman shared their early findings with the HGSE community alongside a screening of the Academy Award-winning movie CODA to spark conversation about different kinds of families and the complexity of the CODA experience. To date, they’ve collected more than 155 responses and will continue their analysis of the qualitative and quantitative data, eventually consolidating their findings in an online resource. And I don’t think the research has sufficiently captured that.” “Ideas about breaking down misconceptions came through really strongly in responses,” says Pichler. What surprised them both was how willing the CODA community was to participate. Working together in the second half of Pichler’s final semester, they created a survey that attempted to capture the nuance and textures of CODA experiences and identities. Both felt passionately about finding a way to expand the conversation around disability to be more celebratory and inclusive of the richness of individual experiences. What did it mean, for example, that being a CODA became such a large part of how she moved through the world? But, in examining the research on CODA, she found that it often lacked an acknowledgement of the richness of these experiences, focusing instead on the idea that speaking children growing up with deaf parents had an “atypical” identity or “problematic” developmental trajectories.Īt HGSE, Pichler connected with Lecturer Hadas Eidelman, whose research has focused on special education policy and developmental process, at an Education Policy and Analysis advising event where they discussed disability experience. Having grown up as a child of deaf adults (CODA), Julia Pichler, Ed.M.’22, had questions about her own experiences and the development of her identity.
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