The role of cultural identity of deaf and hard of hearing adolescents in the educational process Razvoj kulturne identitete gluhih je komple- - so jih nato v svojih študijah dokazali s kvali- tativnimi ali kvantitativnimi raziskovalnimi - menljivke, kot so stopnja izgube sluha, - jo drug na drugega in se med seboj povezujejo. Gluhe in naglušne osebe, med katerimi so številna skupina tudi gluhi in naglušni mlado- stniki, predstavljajo zelo heterogeno skupino - da gluhi in naglušni mladostniki uporabljajo jezika, kjer si lahko pomagajo s slušnimi pri- na razvoj njihove kulturne identitete. Glu- he mladostnike, katerih znakovni jezik je Abstract The development of cultural identity among that has been studied by many researchers, especially in the last century. They have found - have then demonstrated in their studies using qualitative or quantitative research methods, such as the degree of hearing loss, inclusion in educational institutions, the form of school- ing and the environment in which the deaf grow up, the way in which they communicate, with each other. Deaf and hard of hearing people, among whom deaf and hard of hear- ing adolescents are a large group, are a very - ical as well as demographic characteristics. It is important to note that deaf and hard of hearing adolescents use a variety of commu- nication methods, from spoken language, where they can be assisted by hearing aids, to sign language. All of this has an impact on the development of their cultural identity. Deaf adolescents, whose preferred mode of commu- 313 lahko obravnavamo kot jezikovno manjši- no z lastnim jezikom in vedenjem. Mnoge študije so pokazale, da gluhi mladostniki, ki uporabljajo znakovni jezik kot svoj glavni jezikovno in kulturno manjšino, ne kot osebe s posebnimi potrebami oz. kot osebe z izgubo sluha. Za gluhe osebe je zelo pomemben kon- cept identitete gluhih, ki poudarja skupnost razvoja gluhe kulturne in jezikovne identitete. - ja identitete gluhih ter poudarjamo pomen nekaterih dejavnikov, ki pomembno vplivajo na razvoj identitete gluhih mladostnikov, ki - goterimi izzivi. Izpostavljamo in podrobneje opisujemo model razvoja identitete gluhih, ki opisuje proces, v katerem nekatere avdiolo- ško gluhe osebe pridobijo kulturno identiteto gluhih. Predstavljeni model predvideva štiri poglobljena in bikulturalna identiteta. Mla- dostniki z dvokulturno identiteto se dobro - mezniki. Pripadajo skupnosti gluhih, vendar - rasli dobi. - hote, se morajo zavedati, da obstaja mnogo dejavnikov, ki vplivajo na oblikovanje gluhe identitete pri gluhih in naglušnih mladostni- - tural identity nication is Sign language, can be considered as a linguistic minority with their own language and behaviour. Many studies have shown that deaf adolescents who use sign language as their main mode of communication consider themselves as a linguistic and cultural minor- ity rather than as persons with disabilities or hearing loss. The concept of Deaf identity is very important for Deaf people, as it empha- sises the Deaf community with its distinctive ways and has led to the development of a Deaf cultural and linguistic identity. In this paper we present analyses of the theo- ry of deaf identity development and highlight the importance of some factors that have a - ment of deaf adolescents who face multiple challenges during their growing up phase. We highlight and elaborate on a model of deaf identity development that describes the process in which some audiologically deaf persons acquire a cultural deaf identity. The presented model assumes four types of cul- tural identities, hearing, marginal, immersive and bicultural identities. Adolescents with a bicultural identity feel comfortable with both deaf and hearing individuals. They belong to the Deaf community, but they also value and feel comfortable with hearing people. Identity formation is a process that begins early in life and continues into adulthood. need to be aware that there are many factors - tity in deaf and hard of hearing adolescents throughout their development. - - - 1 - - - Vloga kulturne identitete v rehabilitaciji gluhih mladostnikov From the cultural to the bicultural: The modern deaf community, - tu, 315 - - - Glickman - - - Approach, - - - - Še - - - - American Annals of the Deaf Identity, youth and crisis 317 I starši in otokom II bi raziskoval raziskuje svojo okolico dvom starševska ljubezen je razvije se komunikacija med in otrokom verbalno navodilo neodvisnost od svojih staršev III jezikovni razvoj lahko zaostaja zaradi kretenj in minimalne komunikacije otrokov kretalni besednjak krivde izkušnje z okoljem so lahko , Orientation to Deafness IV odrasle otrok oblikuje asociacije z odraslimi Gluhimi abstraktnih misli delavnosti V Gluhi najstniki se lahko Gluh najstnik se zaveda obeh identitetna zmedenost bolj neodvisen od svojih staršev otrok se lahko zanese na VI Gluhi odrasli se lahko aktivno Gluhi odrasli se lahko aktivno VII svoje otroke otroke sodelovanje s sodelavci v sodelovanje s sodelavci v 319 VIII cilje cilje - - - - 10 - - 11 10 11 - Posameznik uspešno - - - - Counselling the Culturally Diverse. Theory and Practice (4 th Ed), 321 - - - - - - - - - Psychotherapy with Deaf Persons - o s n o v a obratno Gluha kulturološki bikulturalna Gluha kulturološki - - - - Še dandanes obstaja veliko - 323 - - - - - - - - vprašalnik DIDS – Deaf Identity Deve- lopment Scale za gluhe in naglušne mladostnike - - - - - - - - - Psychological Development of Deaf Children, 325 - - . - - - - - - - - - - - - - - - Journal of Deaf Studies and Deaf Edu- cation 327 - - - American Annals of the Deaf Homburger Identity, youth and crisis Culturally Af- Culturally Af- Mental Health Care of Deaf People. A Culturally - Journal of Deaf Studies and Deaf Education, Vloga kulturne identitete v rehabilitaciji gluhih mladostni- kov Orientation to Deafness Theory and Practice (4 th Ed) školi u Cossatu