Epilogue: The Final Four

Introduction

When engaging with adolescents who are deaf or hard of hearing (DHH), the word transition often is interpreted as the preparation to complete one's high school education and move into postsecondary education and/or the workforce. Audiologists often work with an interdisciplinary team of professionals, including educators, state agencies, and high school counselors, to develop this transition plan. Rather than perpetuating this traditional view of transition planning focused on academic or occupational pursuits, we endorse a broader perspective that acknowledges the multifaceted transitions that teenagers who are DHH must navigate in this tumultuous, delicate, and malleable phase of life. For example, adolescents need to understand how their diagnosis as DHH and use of hearing technology intersects with driver's education and sports, social interactions, career prospects, and state assistance programs, among other typical adolescent milestones. Audiologists are uniquely poised to serve as a resource for these teenagers who are DHH to help them develop the knowledge of technology and opportunities, as well as to develop the confidence to advocate for themselves to optimize their lived experiences.

In a best practice scenario, the adolescent who is DHH would have annual visits with an audiologist to monitor hearing abilities and assistive device function, as well as technological competence. These visits can serve as the foundation for independence in their hearing healthcare. Prior to this time of life, a parent or caregiver has typically taken the primary responsibility for decisions related to communication development, educational settings, peer socialization, medical/hearing care, and technology choices/troubleshooting. The extent to which parents and caregivers share these decision-making processes impacts the child's preparation toward independence from adolescence to adulthood.

As proposed by Luterman (1987), a family's paradigm can influence the management of the challenges of rearing a child who is DHH. Some families adopt a paradigm characterized by the mantra, “We can get through this together and will do whatever it takes to help our child achieve their goals.” In contrast, some may consider the diagnosis of DHH negatively, still pining for dreams they had for a child with typical hearing. These paradigms and the potential to shift paradigms throughout the grieving process echo perspectives in the essay, “Welcome to Holland,” written by a parent of a child with a disability well before the medical and technological advances available today (Kingsley, 1987). In her essay, Kingsley presents a metaphor of an excited family on their vacation to Italy who experience disappointment when their plane lands unexpectedly in Holland. After reviewing the mixed feelings about the situation, she presents the conclusion that “if you spend your life mourning the fact that you didn't get to Italy, you may never be free to enjoy the very special, the very lovely things ... about Holland.” She writes from her experience of watching her son with mental challenges progress to become a successful actor after she was told at his birth to deny his existence.

Now consider this metaphor extending from the initial diagnosis to the beginning of adolescence. If the family adopts Kingsley's paradigm, they would explore the beauty of Holland, including the majesty of the windmills and the colorful fields of tulips. This experience may provide the child with a foundation of curiosity and delight in life challenges. In contrast, a family could resist exploration of Holland's wonders and focus their energies on trying to experience Italy through brief visits and focusing on unfavorable and negative aspects of Holland. Consider how the family's approach shapes the child's perspective and acceptance, particularly as that child enters adolescence and begins a journey to develop skills to manage new challenges independently.

Ideally, interaction with many professionals during the early years prepares the family to guide their adolescent gradually toward greater autonomy in many areas. Audiologists may recognize that each adolescent has had their own unique experience throughout childhood, and as a result, presents their own individual needs as they encounter the transitions they face in their teenage years.

Publication History

Article published online:
17 February 2026

• References

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