Crafting Inclusive Parenting Programs – Considerations for Deaf Families: A qualitative study.

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Asher Emmanuel Ikwara, Rebecca Nabagesera, Isaac Isiko This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5259653/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 19 Dec, 2024 Read the published version in Child and Adolescent Psychiatry and Mental Health → Version 1 posted 9 You are reading this latest preprint version Abstract Background The parenting of children by deaf parents has many challenges that require a barrier-breaking approach to ensure inclusivity and accessibility. Therefore, this study explored pathways for crafting inclusive parenting programs, fostering a future where every family thrives, regardless of hearing ability. Methods This was a qualitative study that employed in-depth interviews with 20 deaf parents and utilized thematic content analysis. This study was carried out at events organized by the Uganda National Association of the Deaf (UNAD) at Makerere College School. Deaf parents were purposively selected from attendees at events organised by the Uganda National Association of the Deaf (UNAD) during the specified celebrations. Results An analysis of interviews with deaf parents identified six crucial themes for inclusive parenting programs. Language education was highlighted for strengthening family bonds. Communication and relationship building emphasized equal treatment and love for deaf children. Cultural sensitivity and education were deemed essential, as visual tools and district associations were used. Tailoring content for deaf children emphasized playful and educational materials, such as sign language videos. The utilization of technology for accessible programs and the promotion of community involvement are recognized as critical components. Conclusion The identified themes guide inclusive parenting program development for deaf families, emphasizing sign language, communication, cultural sensitivity, tailored content, technology, and community involvement for optimal child development. Deaf families Inclusive parenting programs Sign language education Technological innovations Breaking barriers Introduction In the tapestry of family life, effective parenting programs serve as looms that weave understanding, support, and guidance[ 1 ]. However, for deaf parents and their children, the conventional fabric of parenting often involves unique challenges, demanding a nuanced approach to ensure inclusivity and accessibility[ 2 ]. This study, titled "Breaking Barriers: Crafting Inclusive Parenting Programs – Sign Language Education and Technological Innovations for Deaf Families," embarks on a journey to unravel the intricate layers of parenting, focusing on the pivotal aspects that render programs accessible and inclusive for this vibrant demographic. Deafness is not a barrier to parenting but rather an invitation to reimagine the pathways through which families connect, communicate, and thrive[ 3 ]. The overarching aim of this research is to highlight the transformative role of sign language education and technological innovations in overcoming barriers that may impede the holistic development of deaf children and strain familial bonds. By exploring the intricate interplay between tailored educational content, community engagement, and the leveraging of technology, this study seeks to identify the essential components that pave the way for inclusive parenting programs. The World Health Organization (WHO) has provided estimates indicating that approximately 466 million individuals worldwide are experiencing disabling hearing loss, constituting approximately 6.1% of the global population[ 4 ]. Within this demographic, 34 million are children, with a predominant concentration in low- and middle-income countries. The WHO data underscore that the prevalence of hearing impairment, defined as hearing loss greater than 35 dB, among adults aged over 15 years was 15.7% in sub-Saharan Africa, whereas it was 4.9% in high-income countries[ 5 ]. In children aged between 5 and 14 years, the prevalence was estimated to be 1.9% in sub-Saharan Africa[ 6 ]. Our exploration begins with an examination of the cornerstone of communication for deaf families—sign language education. Within these pages, we delve into the profound impact of equipping parents with linguistic tools to bridge the gap between the hearing world and the deaf world. As a dynamic and expressive mode of communication, sign language not only fosters understanding but also serves as a cultural bridge, anchoring the familial ties that form the heart of effective parenting. As we navigate through the digital landscape, we also scrutinize the role of technological innovations in rendering parenting programs more accessible for deaf families. The advent of interactive videos, online resources, and communication technologies presents an unprecedented opportunity to create tailored content that resonates with the unique needs of the deaf community. This research examines how such innovations can empower parents, providing them with the resources and support required to navigate the challenges and joys of raising a deaf child. Furthermore, the manuscript explores the significance of community engagement and awareness campaigns in fostering a culture of inclusivity. By sensitizing the wider community to the rights and needs of deaf children, we aim to break down stereotypes and build a foundation of support that extends beyond the immediate family unit. In the following pages, "Breaking Barriers" endeavours not only to dissect the challenges faced by deaf parents but also, more importantly, to illuminate the pathways to crafting parenting programs that transcend silence, embracing the diversity and richness inherent in deaf families. Through a synthesis of academic insights and real-world perspectives, this research seeks to contribute to the ongoing discourse on inclusive parenting, advocating for a future where every family, regardless of hearing ability, can thrive and flourish. Methods Study setting and Study participants This study was carried out at events organized by the Uganda National Association of the Deaf (UNAD) at Makerere College School. Makerere College School is a mixed, public, government high school for both O and A levels. It is located near Makerere University School of Law and College of Education and External Studies along Makerere Hill Road, Kampala, Uganda. The study included 20 deaf parents from different parts of Uganda, a country with a substantial deaf population estimated at 1.3 million. Approximately 300,000 individuals communicate with Uganda Sign Language (USL) [7]. Deaf parents were purposively selected from attendees at events organised by the Uganda National Association of the Deaf (UNAD) during the specified celebrations. Study design This research adopts a qualitative approach to investigate the transformative potential of specialised parenting programs for deaf families. The study utilises participatory methods, conducting interviews during the International Deaf Awareness Week and International Day of Sign Language celebrations held from 18 th to 22 nd September 2023, providing a comprehensive exploration of the experiences and perspectives of deaf parents. Eligibility criteria Eligible participants were parents or caregivers of children with hearing impairment who were willing to provide explicit consent. The inclusion criteria emphasize gender diversity, whereas the exclusion criteria consider individuals with physiological conditions to hinder meaningful participation. Data collection : In-depth interviews, a qualitative data collection method, were employed to create an interactive and engaging environment. Semi-structured interviews allowed flexibility in exploring emerging themes, providing a private platform for participants to express personal experiences freely. Data management: Thematic content analysis was applied to scrutinize the data. The interviews and audio recordings were securely stored, numbered, and transcribed verbatim. NVIVO version 12 software facilitated systematic analysis. The research team engaged in multiple readings developed a comprehensive codebook, and conducted iterative coding, ensuring the emergence of themes and subthemes. The interpretative process involved descriptive analysis supported by verbatim quotes. Table 1 below shows the themes and subthemes that emerged during the analysis. Reflexivity: Researchers acknowledge their positions and biases, fostering reflexivity in data interpretation for a nuanced understanding of participants' experiences. The study upheld ethical standards and robust qualitative methodologies to ensure the integrity and reliability of the findings. Results Demographic characteristics of the participants The study included a diverse group of 20 participants, consisting of 11 males and 9 females. The age range of the participants varied from 30-43 years, revealing a broad spectrum of life experiences, as shown in Table 1 below. The average age of the participants was approximately 37 years. The gender distribution reflects a balanced representation, with both males and females actively participating in the study. This diversity aims to capture a comprehensive understanding of the impact of Sign Language Education and Technological Innovations on parenting in deaf families. Table 1: Showing the demographic characteristics of the participants. Participant Gender Age P1 Male 33 P2 Female 32 P3 Female 37 P4 Male 40 P5 Female 38 P6 Male 43 P7 Male 39 P8 Female 35 P9 Male 38 P10 Female 35 P11 Male 30 P12 Male 36 P13 Male 33 P14 male 38 P15 Female 37 P16 Female 40 P17 Female 39 P18 Male 41 P19 male 39 P20 Female 42 The analysis of interviews conducted with deaf parents revealed six prominent themes, each highlighting crucial aspects of crafting inclusive parenting programs for deaf families as shown in table 2 below. Table 2: Thematic analysis of main codes and sub-codes. Main Code/ Primary code Subcode/ sub-theme Importance of Sign Language Education Sign language as a bridge for family communication Strengthening familial bonds Deeper understanding of deaf children Communication and Relationship Building Paramount role in daily experiences as deaf parents Emphasis on care, love, and equality in parental relationships Cultural Sensitivity and Education Prioritizing cultural sensitivity in parenting programs Advocacy for visual tools like sign language skits Tailoring Content for Deaf Children Need for playful and educative materials addressing deaf culture Importance of videos in sign language for parenting guidance Utilizing Technology for Accessible Programs Potential of technology in enhancing accessibility Creation of videos in the deaf community's own sign language Community Involvement and Sensitization Training parents in sign language Raising awareness about the rights of deaf children Theme 1 Importance of sign language education: Participants unanimously underscored the paramount importance of sign language education. Learning sign language was deemed the cornerstone for effective communication within the family unit. Parents expressed that the ability to acquire sign language skills strengthened familial bonds and facilitated a deeper understanding of their deaf children, as illustrated below by some of their statements. "Sign language education is crucial; it serves as the bridge that connects us within our family. As a parent, I witness firsthand how learning sign language enhances our communication, fostering a stronger bond and a more profound connection with my deaf child." (Male, 33 years) " Currently , understanding sign language is like unlocking a door to a richer, more meaningful relationship with my family. It is not just a skill; it is the key to truly comprehending and being understood by my deaf child, promoting harmony and closeness in our everyday interactions." (Female, 32 years) "Parents today recognize the pivotal role of sign language in family dynamics. As we learn and use sign language, we actively contribute to breaking down communication barriers within our homes, nurturing a deeper understanding that transcends words and enriches the fabric of our familial relationships." (Female, 37 years) "The significance of sign language education echoes loudly in the present moment. Parents, including myself, emphasize its paramount importance, as it lays the foundation for effective communication within our families. It is a language of love and understanding that cultivates a harmonious environment, allowing us to connect with our deaf children on a profound level." (Male, 40 years) Theme 2 Communication and relationship building: The theme of communication and relationship building emerged as central to the experiences of deaf parents. The need for care, love, and a strong parental relationship was emphasized. The participants highlighted the importance of treating deaf children equally, underscoring the necessity of balanced information dissemination to foster meaningful connections, as shown below. "In our daily lives, communication and relationship building are paramount as deaf parents. We emphasize the need for care and love, recognizing that a strong parental relationship is the cornerstone. Treating our deaf children equally is not just a goal; it is a continuous practice that enhances our family bonds in the present moment." (Female, 38 years) "For us, as deaf parents, communication and relationship building is an ongoing journey. We stress the importance of a loving and supportive environment. Currently , we actively work towards treating our deaf children equally, ensuring that balanced information flows freely and fostering meaningful connections within our family. "(Male, 43 years) "Communication and relationship building stand out as vital elements in our daily experiences as deaf parents. As we navigate parenthood, we continually underscore the significance of care and love. In the present, we make a conscious effort to treat our deaf children equally, recognizing that balanced information sharing is key to nurturing strong, meaningful connections." (Male, 39 yeats) "The status quo of our lives as deaf parents is that communication and relationship building take centre stage. We prioritize care and love, understanding that a strong parental relationship is foundational. Treating our deaf children equally is not just an ideal; it is a reality we actively create through balanced information dissemination, fostering authentic and meaningful connections within our family. "(Female, 35 years) Theme 3 Cultural sensitivity and Educatio n: Deaf parents stressed the importance of cultural sensitivity and education in parenting programs. Sensitizing families to deafness and deaf culture was seen as a key element in building strong familial bonds. Visual tools, such as skits in sign language, were suggested to enhance understanding, whereas district associations of the deaf were identified as potential mediums for disseminating information, as witnessed below by their statements. "In our present reality as deaf parents, we place a high value on cultural sensitivity and education within parenting programs. We actively stress the importance of sensitizing families to deafness and deaf culture as crucial aspects of building strong familial bonds. Today, we advocate for visual tools such as sign language skits, ensuring a deeper understanding and connection within our communities." (Male, 38 years) "Cultural sensitivity and education are ongoing priorities for us, deaf parents. Currently, we emphasize the importance of integrating these elements into parenting programs. Sensitizing families to deafness and the rich deaf culture is more than just an idea; it is a practice we actively promote for stronger familial bonds. Visual tools, such as sign language skits, play a vital role in enhancing understanding within our community." (Female, 35 years) "As deaf parents, we continue to stress the importance of cultural sensitivity and education in the present moment. It is not just about parenting; it is about building a foundation of understanding. Sensitizing families to deafness and our unique culture is a daily goal, and we actively suggest using visual tools such as sign language skits to enrich the learning experience, fostering stronger familial bonds." (Male, 30 years) "In our lives as deaf parents today, cultural sensitivity and education are central themes in our parenting journey. We actively communicate the importance of sensitizing families to deafness and our cultural nuances. Visual tools, particularly sign language skits, are suggested in the present tense as effective means to enhance understanding. District associations of the deaf emerge as key mediums for disseminating this crucial information within our communities." (Male, 36 years) Theme 4 Tailoring content for Deaf Children: The need to tailor content for deaf children was a recurrent theme. The participants emphasized the importance of playful and educative materials that address deaf culture and provide guidance on sensitive topics such as adolescence, behaviors, and sex education. Creating videos in sign language was identified as a valuable method for delivering educational content about parenting, as emphasized by the participants below. "… the recurring concern for us as parents of deaf children is the imperative need to tailor content specifically for them. We stress the importance of playful and educative materials that not only embrace deaf culture but also navigate sensitive topics such as adolescence, behaviours , and sex education. Today, we actively advocate for the creation of videos in sign language, ensuring that our children have equal access to vital parenting guidance." (Male, 33 years) "Tailoring content for deaf children is an ongoing focus in our parenting journey. We highlight the importance of incorporating playful and educative materials that address deaf culture and delicately address topics such as adolescence and sex education. Creating videos in sign language becomes a valuable tool, ensuring that educational content is accessible, relatable, and relevant for our children." (Male, 38 years) "As parents of deaf children, the need to tailor content for our kids is a daily consideration. In the present study , we highlight the importance of materials that seamlessly integrate deaf culture while providing essential guidance on sensitive topics such as adolescence and sex education. Today, we actively support the creation of videos in sign language as a powerful means to deliver educational content tailored to the unique needs of our children." (Female, 37 years) "Tailoring content for deaf children is a crucial aspect of our parenting approach, especially in the present moment. We consistently emphasize the importance of playful and educative materials that address our children's specific needs, covering aspects such as deaf culture, adolescence, behaviors, and sex education. The creation of videos in sign language stands out as a valuable method, ensuring that the content is not only informative but also accessible and engaging for our deaf children." (Female, 40 years) Theme 5 Utilizing Technology for Accessible Programs: Participants recognized the potential of technology in enhancing accessibility to parenting programs. The creation of videos in sign language and the utilization of online resources were highlighted. The importance of embracing technology in the deaf community's own sign language, rather than relying solely on content in American Sign Language, is underscored below. "In our present reality, the potential of technology in making parenting programs accessible for all is undeniable. We actively advocate for the creation of videos in our own sign language, ensuring that the content resonates with the deaf community. Embracing technology means more than just online resources; it is about having content that speaks our language and caters to the diverse linguistic needs within our community." (Female, 39 years) "As parents, we are currently witnessing the transformative power of technology in accessing parenting programs. In the present study , we emphasize the creation of videos in our unique sign language to ensure inclusivity. It is not just about online resources; it is about embracing technology that speaks directly to us, allowing us to participate fully in the wealth of parenting knowledge available." (Male, 41 years) "The present moment highlights the incredible potential of technology in our parenting journey. We actively promote the creation of videos in our own sign language, recognizing the importance of tailored content for the deaf community. Embracing technology extends beyond mere accessibility; it is about having programs that genuinely resonate with us and cater to the linguistic diversity within our community." (Male, 39 years) "Today, the deaf community sees firsthand the impact of technology on accessible parenting programs. Additionally , we emphasize the creation of videos in our own sign language as a crucial step toward true inclusivity. Embracing technology means going beyond generic online resources; it is about having content that reflects our linguistic identity, ensuring that all deaf individuals can benefit from the wealth of parenting information available." (Female, 42 years) Theme 6 Community Involvement and Sensitization: Community involvement and sensitization emerged as critical components of inclusive parenting programs. Training parents in sign language and disseminating awareness through various media were emphasized. The participants stressed that raising awareness of the rights of deaf children is foundational, contributing to an environment where inclusivity naturally falls into place, as shown below. “…community involvement and sensitization stand as pillars in our commitment to inclusive parenting programs. We actively engage in training parents in sign language, fostering a community that embraces communication diversity. Raising awareness about the rights of deaf children is not just a goal; it is a daily practice that contributes to an environment where inclusivity becomes a natural and integral part of our shared experiences…" (Female, 42 years) "For us, community involvement and sensitization are ongoing endeavors in our parenting journey. We prioritize training parents in sign language, recognizing its role in creating a more inclusive environment. Raising awareness about the rights of deaf children is a continuous effort, contributing to a community where inclusivity is not just a concept but a lived reality." Female, 35 years) "Community involvement and sensitization take center stage in our lives as parents… Actively training parents in sign language is a fundamental step toward inclusivity. We consistently advocate for raising awareness about the rights of deaf children, understanding that this proactive approach fosters an environment where inclusivity is not only encouraged but ingrained in our community fabric." (Male, 41 years) "Today, community involvement and sensitization are integral aspects of our commitment to inclusive parenting. Currently , training parents in sign language is a proactive step toward building an inclusive community. Raising awareness about the rights of deaf children is a daily focus, laying the groundwork for an environment where inclusivity is not just a concept but a shared value within our community." (Male, 36 years) In summary, these themes collectively underscore the multifaceted nature of inclusive parenting for deaf families, emphasizing the integral role of sign language education, effective communication, cultural sensitivity, tailored content, technology, and community involvement. The findings of this study provide valuable insights for the development of parenting programs that break barriers and foster inclusivity for deaf parents and their children. Discussion The results above highlight six key themes that collectively provide a comprehensive understanding of the challenges and opportunities faced by deaf parents in parenting, as well as the strategies they employ/they employ for inclusive parenting programs. Importance of sign language education: Globally, sign language education is acknowledged as a fundamental human right for deaf individuals and is endorsed by the United Nations Convention on the Rights of Persons with Disabilities[8]. Numerous countries, particularly Europe and the United States, officially recognize sign languages, integrating them into educational curricula to foster inclusivity within families and communities[9]. In Africa, the African Union recognizes the linguistic rights of deaf individuals, with positive strides, such as South Africa officially recognizing South African Sign Language[10]. Asia has experienced varying progress, with Japan recognizing Japanese Sign Language, whereas some Asian countries lack comprehensive policies supporting sign language education[11]. Sub-Saharan Africa faces a diverse landscape, with ongoing initiatives in East Africa, including Kenya and Uganda, to integrate sign language into education. Uganda specifically recognized Ugandan Sign Language, emphasizing collaboration among government entities, civil society, and international organizations to overcome challenges[12]. In summary, while global efforts highlight progress in recognizing sign languages, ongoing advocacy, awareness campaigns, and policy support are crucial to ensure their widespread integration into education and communication for deaf individuals worldwide. Communication and Relationship Buildings: Globally, the importance of communication and relationship building within deaf families is universally acknowledged, aligning with the United Nations Convention on the Rights of Persons with Disabilities (CRPD), which emphasizes the crucial role of communication in family dynamics[13]. In Europe and the United States, where sign languages are recognized, dedicated efforts aim to strengthen familial bonds through parental education and support services, despite existing challenges related to resource disparities[14]. In Africa, diverse cultural contexts shape communication within deaf families[15]. While progress is evident in regions such as South Africa, which recognize linguistic rights, challenges persist in other African countries because of limited access to education and support services[16]. Asia presents a varied landscape, with countries such as Japan implementing initiatives for family-centric support services yet facing challenges arising from linguistic and cultural diversity[17]. Sub-Saharan Africa encounters obstacles in ensuring effective communication within deaf families, primarily stemming from limited resources and linguistic diversity. East Africa, including countries such as Kenya and Uganda, has demonstrated progress in incorporating sign language into education but faces ongoing challenges, including the need for heightened awareness and equal treatment of deaf children. In Uganda, efforts to recognize Ugandan Sign Language and integrate it into education reflect an evolving communication landscape, although challenges such as limited resources persist[18]. Collectively, the global, African, Asian, sub-Saharan, East African, and Ugandan perspectives underscore the importance of sustained efforts to address challenges and ensure equitable access to education and support services, fostering meaningful connections among deaf families worldwide. Cultural Sensitivity and Education: Globally, the imperative of cultural sensitivity in parenting programs for deaf families is universally acknowledged, aligning with the United Nations' emphasis on respecting diverse cultural backgrounds within the framework of human rights[19]. In regions where sign languages are recognized, notably in Europe and the United States, efforts are underway to infuse cultural sensitivity into parenting programs, recognizing the unique aspects of deaf culture[20]. In Africa, the landscape of cultural sensitivity and education in parenting programs for deaf families varies, with South Africa making notable strides while challenges persist in other nations owing to limited resources and awareness[21]. Asia reflects a diverse perspective, with countries such as Japan emphasizing cultural understanding within parenting contexts, although increased awareness and tailored approaches are needed across the continent. Sub-Saharan Africa encounters challenges in integrating cultural sensitivity into parenting programs, stemming from limited resources and linguistic diversity[22]. East Africa, including Kenya and Uganda, is increasingly recognizing the importance of cultural sensitivity, with ongoing efforts to integrate sign language and cultural elements into educational curricula, necessitating sustained advocacy and resource allocation[23]. In Uganda, the momentum toward promoting cultural sensitivity in parenting programs is evident through the recognition of Ugandan Sign Language and the integration of cultural elements into education, facilitated by the active involvement of organizations and associations of the deaf[24]. Overall, these perspectives collectively underscore the global evolution towards acknowledging and incorporating cultural sensitivity into inclusive parenting programs for deaf families, highlighting the need for continued awareness and targeted efforts worldwide. Tailoring Content for Deaf Children: Globally, tailoring content for deaf children has become a pivotal facet of inclusive education, aligning with the United Nations Convention on the Rights of Persons with Disabilities (CRPD), which emphasizes accessible and inclusive education[25]. Recognized particularly in regions where sign languages are officially acknowledged, such as Europe and the United States, efforts are evident in creating educational materials, especially in sign language, to cater to the unique needs of deaf children. In Africa, progress in tailoring content varies, with countries such as South Africa making strides in recognizing linguistic rights, whereas challenges persist in resource-limited nations[26]. Asia has a diverse landscape, with some countries, such as Japan, incorporating cultural nuances into educational content but facing challenges in ensuring widespread access[27]. Sub-Saharan Africa grapples with obstacles such as limited resources and linguistic diversity, necessitating comprehensive strategies for tailored content. In East Africa, countries such as Kenya and Uganda recognize the importance of integrating sign language into education, emphasizing the need for sustained advocacy[28]. In Uganda, efforts are gaining momentum with a commitment to inclusivity, supported by organizations focusing on the unique needs of deaf children. While progress is evident globally, a shared need for increased awareness, resources, and comprehensive strategies persists to ensure that educational content is not only informative but also culturally relevant, accessible, and engaging for deaf children worldwide. Utilizing Technology for Accessible Programs: Globally, the recognition of the transformative role of technology in enhancing accessibility to parenting programs for deaf families is paramount. Digital platforms, video content, and online resources have become pivotal tools for disseminating information, particularly in regions where sign languages are officially recognized, such as Europe and the United States[29]. In Africa, Asia, and Sub-Saharan Africa, the utilization of technology for accessible parenting programs is progressing, with challenges such as limited infrastructure and the digital divide requiring attention[30]. East Africa, including countries such as Kenya and Uganda, is increasingly embracing technology, which is evident in initiatives to develop sign language videos and online resources. In Uganda, the rise in technology utilization, particularly in the context of Ugandan Sign Language, showcases a commitment to inclusivity[24]. The collective global, regional, and national efforts underscore the transformative potential of digital platforms, emphasizing the need for sustained investment, infrastructure development, and tailored strategies to ensure meaningful contributions to accessible parenting for deaf families worldwide. Community involvement and sensitization: Globally, the imperative role of community involvement and sensitization in inclusive parenting programs for deaf families is emphasized, aligning with the United Nations Convention on the Rights of Persons with Disabilities (CRPD)[31]. In regions recognizing sign languages, such as Europe and the United States, initiatives transcend individual families, fostering broader community engagement for a more inclusive societal approach. In Africa, while South Africa has strides in recognizing the rights of deaf children, challenges persist in other regions due to limited resources, necessitating efforts to increase community awareness and combat potential stigmas associated with deafness. The diverse Asian landscape highlights essential community-based programs, especially in countries such as Japan, where Japanese Sign Language is recognized, addressing the unique needs of deaf families amidst cultural and linguistic diversity. Sub-Saharan Africa faces challenges related to resources and linguistic diversity, necessitating comprehensive initiatives to increase community awareness. In East Africa, including Kenya and Uganda, a growing acknowledgement of the importance of community involvement is observed, with efforts to integrate sign language into community programs. Challenges underscore the need for sustained advocacy and resource allocation. In Uganda, community involvement has gained momentum, emphasizing inclusivity through sign language integration and the pivotal role of deaf organizations. Collectively, these perspectives highlight progress and the shared global need for increased awareness, tailored community engagement, and resource allocation to ensure the holistic inclusion of deaf families. In summary, the findings of this study provide a comprehensive view of the challenges and strategies involved in crafting inclusive parenting programs for deaf families. The themes highlight the importance of sign language education, effective communication, cultural sensitivity, tailored content, technology, and community involvement. These insights can inform the development of inclusive parenting programs that break barriers and foster meaningful connections within deaf families. The combination of sign language education and technological innovations has emerged as a powerful approach to create inclusive and accessible parenting resources for the deaf community. Conclusion In conclusion, the identified themes collectively inform the development of inclusive parenting programs that transcend barriers and foster inclusivity for deaf families. By integrating sign language education, emphasizing communication, promoting cultural sensitivity, tailoring content, utilizing technology, and encouraging community involvement, these programs can create a nurturing environment that empowers deaf parents and ensures the optimal development of their children. This study provides valuable insights, drawing from diverse sources, and contributes to the ongoing discourse on inclusive parenting for deaf families. Strengths of the study The strengths of this study include leveraging diverse sources, aligning with literature on inclusive parenting, emphasizing the paramount role of sign language education, focusing on communication and relationship building, addressing cultural sensitivity, recognizing technology's potential, advocating for community involvement, and contributing valuable insights to ongoing discourse. These strengths enhance the study's credibility and applicability, making significant contributions to inclusive parenting for deaf families. Limitations of the study While the study recognizes the transformative potential of technology, the rapid evolution of technology may render certain findings obsolete over time. Continuous advancements in technology could influence the relevance of the study's recommendations in the future. Recommendations In the amalgamation of these diverse insights, this study propels us toward the development of inclusive parenting programs that transcend barriers and cultivate an environment conducive to the optimal development of deaf children. By integrating sign language education, emphasizing communication, promoting cultural sensitivity, tailoring content, utilizing technology, and encouraging community involvement, these programs hold the promise of breaking barriers and fostering inclusivity for deaf families. This research contributes valuable insights into the ongoing discourse on inclusive parenting, shedding light on the nuanced intricacies that shape the familial journeys of the deaf community. Abbreviations IDAW: International Deaf Awareness Week IDSL: International Day of Sign Language WHO: World Health Organization UNAD: Uganda National Association of the Deaf Declarations Ethical considerations Explicit written informed consent was obtained from each participant, ensuring voluntary engagement. Confidentiality and anonymity were rigorously maintained, with pseudonyms used in reporting findings. Ethical approval from the Ethical approval from Makerere University School of Social Sciences research ethics committee was obtained with ethical approval number: MAKSSREC 01/2023/722, affirming adherence to ethical standards in research involving human participants. This study was carried out per the Declaration of Helsinki . Data availability statement The raw data supporting the conclusions of this article will be made available upon request from the corresponding author. Conflicts of interest All the authors declare no conflict of interest. Funding This research study did not receive any form of funding Consent for publication Not applicable. Publisher’s note All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations or those of the publisher, the editors and the reviewers. Any claim that may be evaluated in this article is not guaranteed or endorsed by the publisher. Authors’ contributions AEI conceptualised the study, II, RN and AEI collected the data, analysed and discussed the results, and II compiled the final draft and reviewed the manuscript. All the authors reviewed and approved the final draft of the manuscript Acknowledgements The authors acknowledge all the participants who provided their time for this study. We also acknowledge the research team for their tireless efforts to perform this work. References Biffle III, R.L., WEAVING TAPESTRY OF MULTIGENERATIONAL EFFECTIVE TEACHING PRACTICE. 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Wapling, L.M., Deaf children as language learners: The strategies teachers use to support early language development in deaf children in Kenya . 2023, UCL (University College London). Sarton, E., et al., Inclusive Education in Uganda-Examples of best practice. 2022. Grimes, P., et al., Mapping of the progress towards disability inclusive education in Eastern and Southern African countries, good practices and recommendations. 2023. Materia, F.T., et al., Implementing text-messaging to support and enhance delivery of health behavior change interventions in low-to middle-income countries: case study of the Lifestyle Africa intervention. BMC Public Health, 2023. 23 (1): p. 1526. Howard, T.C., Why race and culture matter in schools: Closing the achievement gap in America's classrooms . 2019: Teachers College Press. Deneke, G.Y., Accessibility of sign language services to the deaf in tertiary education institutions: a case of the University of Zambia and Zambia Institute of special education . 2017, The University of Zambia. Branchini, C. and L. Mantovan, A Grammar of Italian Sign Language (LIS) . 2020: Edizioni Ca'Foscari. Langthaler, M. and H. Bazafkan, Digitalization, education and skills development in the Global South: an assessment of the debate with a focus on Sub-Saharan Africa . 2020, ÖFSE Briefing Paper. Mahomed, F., J.E. Lord, and M.A. Stein, Transposing the convention on the rights of persons with disabilities in Africa: The role of disabled peoples’ organisations. African Journal of International and Comparative Law, 2019. 27 (3): p. 335-358. Additional Declarations No competing interests reported. Supplementary Files Interviewguide.docx Cite Share Download PDF Status: Published Journal Publication published 19 Dec, 2024 Read the published version in Child and Adolescent Psychiatry and Mental Health → Version 1 posted Editorial decision: Revision requested 07 Nov, 2024 Reviews received at journal 01 Nov, 2024 Reviews received at journal 28 Oct, 2024 Reviewers agreed at journal 23 Oct, 2024 Reviewers agreed at journal 22 Oct, 2024 Reviewers invited by journal 19 Oct, 2024 Editor assigned by journal 15 Oct, 2024 Submission checks completed at journal 15 Oct, 2024 First submitted to journal 14 Oct, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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However, for deaf parents and their children, the conventional fabric of parenting often involves unique challenges, demanding a nuanced approach to ensure inclusivity and accessibility[\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. This study, titled \"Breaking Barriers: Crafting Inclusive Parenting Programs \u0026ndash; Sign Language Education and Technological Innovations for Deaf Families,\" embarks on a journey to unravel the intricate layers of parenting, focusing on the pivotal aspects that render programs accessible and inclusive for this vibrant demographic.\u003c/p\u003e \u003cp\u003eDeafness is not a barrier to parenting but rather an invitation to reimagine the pathways through which families connect, communicate, and thrive[\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. The overarching aim of this research is to highlight the transformative role of sign language education and technological innovations in overcoming barriers that may impede the holistic development of deaf children and strain familial bonds. By exploring the intricate interplay between tailored educational content, community engagement, and the leveraging of technology, this study seeks to identify the essential components that pave the way for inclusive parenting programs.\u003c/p\u003e \u003cp\u003eThe World Health Organization (WHO) has provided estimates indicating that approximately 466\u0026nbsp;million individuals worldwide are experiencing disabling hearing loss, constituting approximately 6.1% of the global population[\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Within this demographic, 34\u0026nbsp;million are children, with a predominant concentration in low- and middle-income countries. The WHO data underscore that the prevalence of hearing impairment, defined as hearing loss greater than 35 dB, among adults aged over 15 years was 15.7% in sub-Saharan Africa, whereas it was 4.9% in high-income countries[\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. In children aged between 5 and 14 years, the prevalence was estimated to be 1.9% in sub-Saharan Africa[\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eOur exploration begins with an examination of the cornerstone of communication for deaf families\u0026mdash;sign language education. Within these pages, we delve into the profound impact of equipping parents with linguistic tools to bridge the gap between the hearing world and the deaf world. As a dynamic and expressive mode of communication, sign language not only fosters understanding but also serves as a cultural bridge, anchoring the familial ties that form the heart of effective parenting.\u003c/p\u003e \u003cp\u003eAs we navigate through the digital landscape, we also scrutinize the role of technological innovations in rendering parenting programs more accessible for deaf families. The advent of interactive videos, online resources, and communication technologies presents an unprecedented opportunity to create tailored content that resonates with the unique needs of the deaf community. This research examines how such innovations can empower parents, providing them with the resources and support required to navigate the challenges and joys of raising a deaf child.\u003c/p\u003e \u003cp\u003eFurthermore, the manuscript explores the significance of community engagement and awareness campaigns in fostering a culture of inclusivity. By sensitizing the wider community to the rights and needs of deaf children, we aim to break down stereotypes and build a foundation of support that extends beyond the immediate family unit.\u003c/p\u003e \u003cp\u003eIn the following pages, \"Breaking Barriers\" endeavours not only to dissect the challenges faced by deaf parents but also, more importantly, to illuminate the pathways to crafting parenting programs that transcend silence, embracing the diversity and richness inherent in deaf families. Through a synthesis of academic insights and real-world perspectives, this research seeks to contribute to the ongoing discourse on inclusive parenting, advocating for a future where every family, regardless of hearing ability, can thrive and flourish.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cstrong\u003eStudy setting and Study\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eparticipants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was carried out at\u0026nbsp;events organized by the Uganda National Association of the Deaf (UNAD) at Makerere College School. Makerere College School is a mixed, public, government high school for both O and A levels. It is located near Makerere University School of Law and College of Education and External Studies along Makerere Hill Road, Kampala, Uganda. The study included 20 deaf parents from different parts of Uganda, a country with a substantial deaf population estimated at 1.3 million. Approximately 300,000 individuals communicate with Uganda Sign Language (USL) [7]. Deaf parents were purposively selected from attendees at events organised by the Uganda National Association of the Deaf (UNAD) during the specified celebrations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudy design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research adopts a qualitative approach to investigate the transformative potential of specialised parenting programs for deaf families. The study utilises participatory methods, conducting interviews during the International Deaf Awareness Week and International Day of Sign Language celebrations held from 18\u003csup\u003eth\u003c/sup\u003e to 22\u003csup\u003end\u003c/sup\u003e September 2023, providing a comprehensive exploration of the experiences and perspectives of deaf parents.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEligibility\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003ecriteria\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEligible participants were parents or caregivers of children with hearing impairment who were willing to provide explicit consent. The inclusion criteria emphasize gender diversity, whereas the exclusion criteria consider individuals with physiological conditions to hinder meaningful participation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003ecollection\u003c/strong\u003e\u003cstrong\u003e:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn-depth interviews, a qualitative data collection method, were employed to create an interactive and engaging environment. Semi-structured interviews allowed flexibility in exploring emerging themes, providing a private platform for participants to express personal experiences freely.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData management:\u003c/strong\u003e Thematic content analysis was applied to scrutinize the data. The interviews and audio recordings were securely stored, numbered, and transcribed verbatim. NVIVO version 12 software facilitated systematic analysis. The research team engaged in multiple readings developed a comprehensive codebook, and conducted iterative coding, ensuring the emergence of themes and subthemes. The interpretative process involved descriptive analysis supported by verbatim quotes. Table 1 below shows the themes and subthemes that emerged during the analysis.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eReflexivity:\u003c/strong\u003e Researchers acknowledge their positions and biases, fostering reflexivity in data interpretation for a nuanced understanding of participants\u0026apos; experiences. The study upheld ethical standards and robust qualitative methodologies to ensure the integrity and reliability of the findings.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eDemographic characteristics of the participants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study included a diverse group of 20 participants, consisting of 11 males and 9 females. The age range of the participants varied from 30-43 years, revealing a broad spectrum of life experiences, as shown in Table 1 below. The average age of the participants was approximately 37 years. The gender distribution reflects a balanced representation, with both males and females actively participating in the study. This diversity aims to capture a comprehensive understanding of the impact of Sign Language Education and Technological Innovations on parenting in deaf families.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1: Showing the demographic characteristics of the participants.\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eParticipant\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e38\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eMale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e43\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eMale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eFemale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eMale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e38\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eFemale \u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eMale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eMale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eMale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003emale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e38\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eFemale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eFemale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eFemale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eMale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e41\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003emale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eP20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e42\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe analysis of interviews conducted with deaf parents revealed six prominent themes, each highlighting crucial aspects of crafting inclusive parenting programs for deaf families as shown in table 2 below.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2: Thematic analysis of\u0026nbsp;main codes and sub-codes.\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMain Code/ Primary code\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSubcode/ sub-theme\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003cp\u003eImportance of Sign Language Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003col\u003e\n \u003cli\u003eSign language as a bridge for family communication\u003c/li\u003e\n \u003cli\u003eStrengthening familial bonds\u003c/li\u003e\n \u003cli\u003eDeeper understanding of deaf children\u003c/li\u003e\n \u003c/ol\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003cp\u003e\u0026nbsp;Communication and Relationship Building\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003col\u003e\n \u003cli\u003eParamount role in daily experiences as deaf parents\u003c/li\u003e\n \u003cli\u003eEmphasis on care, love, and equality in parental relationships\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003cp\u003eCultural Sensitivity and Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003col\u003e\n \u003cli\u003ePrioritizing cultural sensitivity in parenting programs\u003c/li\u003e\n \u003cli\u003eAdvocacy for visual tools like sign language skits\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003cp\u003eTailoring Content for Deaf Children\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003col\u003e\n \u003cli\u003eNeed for playful and educative materials addressing deaf culture\u003c/li\u003e\n \u003cli\u003eImportance of videos in sign language for parenting guidance\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003cp\u003eUtilizing Technology for Accessible Programs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003col\u003e\n \u003cli\u003ePotential of technology in enhancing accessibility\u003c/li\u003e\n \u003cli\u003eCreation of videos in the deaf community\u0026apos;s own sign language\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003cp\u003eCommunity Involvement and Sensitization\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 284px;\"\u003e\n \u003col\u003e\n \u003cli\u003eTraining parents in sign language\u003c/li\u003e\n \u003cli\u003eRaising awareness about the rights of deaf children\u003c/li\u003e\n \u003c/ol\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImportance of sign language education:\u003c/strong\u003e Participants unanimously underscored the paramount importance of sign language education. Learning sign language was deemed the cornerstone for effective communication within the family unit. Parents expressed that the ability to acquire sign language skills strengthened familial bonds and facilitated a deeper understanding of their deaf children, as illustrated below by some of their statements.\u003c/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003cem\u003e\u0026quot;Sign language education is crucial; it serves as the bridge that connects us within our family. As a parent, I witness firsthand how learning sign language enhances our communication, fostering a stronger bond and a more profound connection with my deaf child.\u0026quot; (Male, 33 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;\u003c/em\u003e\u003cem\u003eCurrently\u003c/em\u003e\u003cem\u003e, understanding sign language is like unlocking a door to a richer, more meaningful relationship with my family. It is not just a skill; it is the key to truly comprehending and being understood by my deaf child, promoting harmony and closeness in our everyday interactions.\u0026quot; (Female, 32 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;Parents today recognize the pivotal role of sign language in family dynamics. As we learn and use sign language, we actively contribute to breaking down communication barriers within our homes, nurturing a deeper understanding that transcends words and enriches the fabric of our familial relationships.\u0026quot; (Female, 37 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;The significance of sign language education echoes loudly in the present moment. Parents, including myself, emphasize its paramount importance, as it lays the foundation for effective communication within our families. It is a language of love and understanding that cultivates a harmonious environment, allowing us to connect with our deaf children on a profound level.\u0026quot; (Male, 40 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCommunication and relationship building:\u003c/strong\u003e The theme of communication and relationship building emerged as central to the experiences of deaf parents. The need for care, love, and a strong parental relationship was emphasized. The participants highlighted the importance of treating deaf children equally, underscoring the necessity of balanced information dissemination to foster meaningful connections, as shown below.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;In our daily lives, communication and relationship building are paramount as deaf parents. We emphasize the need for care and love, recognizing that a strong parental relationship is the cornerstone. Treating our deaf children equally is not just a goal; it is a continuous practice that enhances our family bonds in the present moment.\u0026quot; (Female, 38 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;For us, as deaf parents, communication and relationship building is an ongoing journey. We stress the importance of a loving and supportive environment. Currently\u003c/em\u003e\u003cem\u003e, we actively work towards treating our deaf children equally, ensuring that balanced information flows freely and\u0026nbsp;\u003c/em\u003e\u003cem\u003efostering meaningful connections within our family.\u0026nbsp;\u003c/em\u003e\u003cem\u003e\u0026quot;(Male, 43 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;Communication and relationship building stand out as vital elements in our daily experiences as deaf parents. As we navigate parenthood, we continually underscore the significance of care and love. In the present, we make a conscious effort to treat our deaf children equally, recognizing that balanced information sharing is key to nurturing strong, meaningful connections.\u0026quot; (Male, 39 yeats)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;The status quo of our lives as deaf parents is that communication and relationship building take centre stage. We prioritize care and love, understanding that a strong parental relationship is foundational. Treating our deaf children equally is not just an ideal; it is\u003c/em\u003e\u003cem\u003e\u0026nbsp;a reality we actively create through balanced information dissemination, fostering authentic and meaningful connections within our family.\u0026nbsp;\u003c/em\u003e\u003cem\u003e\u0026quot;(Female, 35 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 3\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCultural sensitivity and Educatio\u003c/strong\u003en: Deaf parents stressed the importance of cultural sensitivity and education in parenting programs. Sensitizing families to deafness and deaf culture was seen as a key element in building strong familial bonds. Visual tools, such as skits in sign language, were suggested to enhance understanding, whereas district associations of the deaf were identified as potential mediums for disseminating information, as witnessed below by their statements.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;In our present reality as deaf parents, we place a high value on cultural sensitivity and education within parenting programs. We actively stress the importance of sensitizing families to deafness and deaf culture as crucial aspects\u003c/em\u003e\u003cem\u003e\u0026nbsp;of building strong familial bonds. Today, we advocate for visual tools such as\u003c/em\u003e\u003cem\u003e\u0026nbsp;sign language skits, ensuring a deeper understanding and connection within our communities.\u0026quot; (Male, 38 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;Cultural sensitivity and education are ongoing priorities for us, deaf parents. Currently, we emphasize the importance\u003c/em\u003e\u003cem\u003e\u0026nbsp;of integrating these elements into parenting programs. Sensitizing families to deafness and the rich deaf culture is more than just an idea; it is\u003c/em\u003e\u003cem\u003e\u0026nbsp;a practice we actively promote for stronger familial bonds. Visual tools, such as sign language skits, play a vital role in enhancing understanding within our community.\u0026quot; (Female, 35 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;As deaf parents, we continue to stress the importance of cultural sensitivity and education in the present moment. It is not just about parenting; it is about building a foundation of understanding. Sensitizing families to deafness and our unique culture is a daily goal, and we actively suggest using visual tools such as\u003c/em\u003e\u003cem\u003e\u0026nbsp;sign language skits to enrich the learning experience, fostering stronger familial bonds.\u0026quot; (Male, 30 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;In our lives as deaf parents today, cultural sensitivity and education are central themes in our parenting journey. We actively communicate the importance of sensitizing families to deafness and our cultural nuances. Visual tools, particularly sign language skits, are suggested in the present tense as effective means to enhance understanding. District associations of the deaf emerge as key mediums for disseminating this crucial information within our communities.\u0026quot; (Male, 36 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 4\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTailoring content for Deaf Children:\u003c/strong\u003e The need to tailor content for deaf children was a recurrent theme. The participants emphasized the importance of playful and educative materials that address deaf culture and provide guidance on sensitive topics such as adolescence, behaviors, and sex education. Creating videos in sign language was identified as a valuable method for delivering educational content about parenting, as emphasized by the participants below.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;\u0026hellip; the recurring concern for us as parents of deaf children is the imperative need to tailor content specifically for them. We stress the importance of playful and educative materials that not only embrace deaf culture but also navigate sensitive topics such as adolescence, behaviours\u003c/em\u003e\u003cem\u003e, and sex education. Today, we actively advocate for the creation of videos in sign language, ensuring that\u0026nbsp;\u003c/em\u003e\u003cem\u003eour children have equal access to vital parenting guidance.\u0026quot; (Male, 33 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;Tailoring content for deaf children is an ongoing focus in our parenting journey. We highlight the importance\u003c/em\u003e\u003cem\u003e\u0026nbsp;of incorporating playful and educative materials that address deaf culture and delicately address\u003c/em\u003e\u003cem\u003e\u0026nbsp;topics such as\u003c/em\u003e\u003cem\u003e\u0026nbsp;adolescence and sex education. Creating videos in sign language becomes a valuable tool, ensuring that educational content is accessible, relatable, and relevant for our children.\u0026quot; (Male, 38 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;As parents of deaf children, the need to tailor content for our kids is a daily consideration. In the present study\u003c/em\u003e\u003cem\u003e, we highlight the importance of materials that seamlessly integrate deaf culture while providing essential guidance on sensitive topics such as\u003c/em\u003e\u003cem\u003e\u0026nbsp;adolescence and sex education. Today, we actively support the creation of videos in sign language as a powerful means to deliver educational content tailored to the unique needs of our children.\u0026quot; (Female, 37 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;Tailoring content for deaf children is a crucial aspect of our parenting approach, especially in the present moment. We consistently emphasize the importance\u003c/em\u003e\u003cem\u003e\u0026nbsp;of playful and educative materials that address our children\u0026apos;s specific needs, covering aspects such as\u003c/em\u003e\u003cem\u003e\u0026nbsp;deaf culture, adolescence, behaviors, and sex education. The creation of videos in sign language stands out as a valuable method, ensuring that the content is not only informative but also accessible and engaging for our deaf children.\u0026quot; (Female, 40 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 5\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eUtilizing Technology for Accessible Programs:\u003c/strong\u003e Participants recognized the potential of technology in enhancing accessibility to parenting programs. The creation of videos in sign language and the utilization of online resources were highlighted. The importance of embracing technology in the deaf community\u0026apos;s own sign language, rather than relying solely on content in American Sign Language, is underscored below.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;In our present reality, the potential of technology in making parenting programs accessible for all is undeniable. We actively advocate for the creation of videos in our own sign language, ensuring that the content resonates with the deaf community. Embracing technology means more than just online resources; it is about having content that speaks our language and caters to the diverse linguistic needs within our community.\u0026quot; (Female, 39 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;As parents, we are currently witnessing the transformative power of technology in accessing parenting programs. In the present study\u003c/em\u003e\u003cem\u003e, we emphasize the creation of videos in our unique sign language to ensure inclusivity. It is not just about online resources; it is about embracing technology that speaks directly to us, allowing us to participate fully in the wealth of parenting knowledge available.\u0026quot; (Male, 41 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;The present moment highlights the incredible potential of technology in our parenting journey. We actively promote the creation of videos in our own sign language, recognizing the importance of tailored content for the deaf community. Embracing technology extends beyond mere accessibility; it is about having programs that genuinely resonate with us and cater to the linguistic diversity within our community.\u0026quot; (Male, 39 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;Today, the deaf community sees firsthand the impact of technology on accessible parenting programs. Additionally\u003c/em\u003e\u003cem\u003e, we emphasize the creation of videos in our own sign language as a crucial step toward\u003c/em\u003e\u003cem\u003e\u0026nbsp;true inclusivity. Embracing technology means going beyond generic online resources; it is\u003c/em\u003e\u003cem\u003e\u0026nbsp;about having content that reflects our linguistic identity, ensuring that all deaf individuals can benefit from the wealth of parenting information available.\u0026quot; (Female, 42 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 6\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCommunity Involvement and Sensitization:\u003c/strong\u003e Community involvement and sensitization emerged as critical components of inclusive parenting programs. Training parents in sign language and disseminating awareness through various media were emphasized. The participants stressed that raising awareness of the rights of deaf children is foundational, contributing to an environment where inclusivity naturally falls into place, as shown below.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;\u0026hellip;community involvement and sensitization stand as pillars in our commitment to inclusive parenting programs. We actively engage in training parents in sign language, fostering a community that embraces communication diversity. Raising awareness about the rights of deaf children is not just a goal; it is a daily practice that contributes to an environment where inclusivity becomes a natural and integral part of our shared experiences\u0026hellip;\u0026quot; (Female, 42 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;For us, community involvement and sensitization are ongoing endeavors in our parenting journey. We\u003c/em\u003e\u003cem\u003e\u0026nbsp;prioritize training parents in sign language, recognizing its role in creating a more inclusive environment. Raising awareness about the rights of deaf children is a continuous effort, contributing to a community where inclusivity is not just a concept but a lived reality.\u0026quot; Female, 35 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;Community involvement and sensitization take center stage in our lives as parents\u0026hellip; Actively training parents in sign language is a fundamental step toward\u003c/em\u003e\u003cem\u003e\u0026nbsp;inclusivity. We consistently advocate for raising awareness about the rights of deaf children, understanding that this proactive approach fosters an environment where inclusivity is not only encouraged but ingrained in our community fabric.\u0026quot; (Male, 41 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;Today, community involvement and sensitization are integral aspects of our commitment to inclusive parenting. Currently\u003c/em\u003e\u003cem\u003e, training parents in sign language is a proactive step toward building an inclusive community. Raising awareness about the rights of deaf children is a daily focus, laying the groundwork for an environment where inclusivity is not just a concept but a shared value within our community.\u0026quot; (Male, 36 years)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eIn summary, these themes collectively underscore the multifaceted nature of inclusive parenting for deaf families, emphasizing the integral role of sign language education, effective communication, cultural sensitivity, tailored content, technology, and community involvement. The findings of this study provide valuable insights for the development of parenting programs that break barriers and foster inclusivity for deaf parents and their children.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe results above highlight six key themes that collectively provide a comprehensive understanding of the challenges and opportunities faced by deaf parents in parenting, as well as the strategies they employ/they employ for inclusive parenting programs.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImportance of sign language education:\u003c/strong\u003e Globally, sign language education is acknowledged as a fundamental human right for deaf individuals and is endorsed by the United Nations Convention on the Rights of Persons with Disabilities[8]. Numerous countries, particularly Europe and the United States, officially recognize sign languages, integrating them into educational curricula to foster inclusivity within families and communities[9]. In Africa, the African Union recognizes the linguistic rights of deaf individuals, with positive strides, such as South Africa officially recognizing South African Sign Language[10]. Asia has experienced varying progress, with Japan recognizing Japanese Sign Language, whereas some Asian countries lack comprehensive policies supporting sign language education[11]. Sub-Saharan Africa faces a diverse landscape, with ongoing initiatives in East Africa, including Kenya and Uganda, to integrate sign language into education. Uganda specifically recognized Ugandan Sign Language, emphasizing collaboration among government entities, civil society, and international organizations to overcome challenges[12]. In summary, while global efforts highlight progress in recognizing sign languages, ongoing advocacy, awareness campaigns, and policy support are crucial to ensure their widespread integration into education and communication for deaf individuals worldwide.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCommunication and Relationship\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;Buildings:\u003c/strong\u003e Globally, the\u0026nbsp;importance\u0026nbsp;of communication and relationship building within deaf families is universally acknowledged, aligning with the United Nations Convention on the Rights of Persons with Disabilities (CRPD), which emphasizes the crucial role of communication in family dynamics[13]. In Europe and the United States, where sign languages are recognized, dedicated efforts aim to strengthen familial bonds through parental education and support services, despite existing challenges related to resource disparities[14].\u003c/p\u003e\n\u003cp\u003eIn Africa, diverse cultural contexts shape communication within deaf families[15]. While progress is evident in regions\u0026nbsp;such as\u0026nbsp;South Africa,\u0026nbsp;which recognize\u0026nbsp;linguistic rights, challenges persist in other African countries\u0026nbsp;because of\u0026nbsp;limited access to education and support services[16]. Asia presents a varied landscape, with countries\u0026nbsp;such as\u0026nbsp;Japan implementing initiatives for family-centric support services yet facing challenges arising from linguistic and cultural diversity[17].\u003c/p\u003e\n\u003cp\u003eSub-Saharan Africa encounters obstacles in ensuring effective communication within deaf families, primarily stemming from limited resources and linguistic diversity. East Africa, including countries such as Kenya and Uganda,\u0026nbsp;has demonstrated\u0026nbsp;progress in incorporating sign language into education but faces ongoing challenges, including the need for heightened awareness and equal treatment of deaf children.\u003c/p\u003e\n\u003cp\u003eIn Uganda, efforts to recognize Ugandan Sign Language and integrate it into education reflect an evolving communication landscape,\u0026nbsp;although\u0026nbsp;challenges such as limited resources persist[18]. Collectively, the global, African, Asian,\u0026nbsp;sub-Saharan, East African, and Ugandan perspectives underscore the importance of sustained efforts to address challenges and ensure equitable access to education and support services, fostering meaningful connections\u0026nbsp;among\u0026nbsp;deaf families worldwide.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCultural Sensitivity and Education:\u003c/strong\u003e Globally, the imperative of cultural sensitivity in parenting programs for deaf families is universally acknowledged, aligning with the United Nations\u0026apos; emphasis on respecting diverse cultural backgrounds within the framework of human rights[19]. In regions where sign languages are recognized, notably in Europe and the United States, efforts are underway to infuse cultural sensitivity into parenting programs, recognizing the unique aspects of deaf culture[20].\u003c/p\u003e\n\u003cp\u003eIn Africa, the landscape of cultural sensitivity and education in parenting programs for deaf families varies, with South Africa making notable strides while challenges persist in other nations\u0026nbsp;owing\u0026nbsp;to limited resources and awareness[21]. Asia reflects a diverse perspective, with countries\u0026nbsp;such as\u0026nbsp;Japan emphasizing cultural understanding within parenting contexts,\u0026nbsp;although\u0026nbsp;increased awareness and tailored approaches are needed across the continent.\u003c/p\u003e\n\u003cp\u003eSub-Saharan Africa encounters challenges in integrating cultural sensitivity into parenting programs, stemming from limited resources and linguistic diversity[22]. East Africa, including Kenya and Uganda, is increasingly recognizing the importance of cultural sensitivity, with ongoing efforts to integrate sign language and cultural elements into educational curricula, necessitating sustained advocacy and resource allocation[23]. In Uganda, the momentum\u0026nbsp;toward\u0026nbsp;promoting cultural sensitivity in parenting programs is evident through the recognition of Ugandan Sign Language and the integration of cultural elements into education, facilitated by the active involvement of organizations and associations of the deaf[24]. Overall, these perspectives collectively underscore the global evolution towards acknowledging and incorporating cultural sensitivity into inclusive parenting programs for deaf families, highlighting the need for continued awareness and targeted efforts worldwide.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTailoring Content for Deaf Children:\u003c/strong\u003e Globally, tailoring content for deaf children has become a pivotal facet of inclusive education, aligning with the United Nations Convention on the Rights of Persons with Disabilities (CRPD), which\u0026nbsp;emphasizes accessible and inclusive education[25]. Recognized particularly in regions where sign languages are officially acknowledged, such as Europe and the United States, efforts are evident in creating educational materials, especially in sign language, to cater to the unique needs of deaf children.\u003c/p\u003e\n\u003cp\u003eIn Africa, progress in tailoring content varies, with countries\u0026nbsp;such as\u0026nbsp;South Africa making strides in recognizing linguistic rights,\u0026nbsp;whereas\u0026nbsp;challenges persist in resource-limited nations[26]. Asia\u0026nbsp;has\u0026nbsp;a diverse landscape, with some countries, such as\u0026nbsp;Japan,\u0026nbsp;incorporating cultural nuances into educational content but facing challenges in ensuring widespread access[27]. Sub-Saharan Africa grapples with obstacles\u0026nbsp;such as\u0026nbsp;limited resources and linguistic diversity, necessitating comprehensive strategies for tailored content. In East Africa, countries\u0026nbsp;such as\u0026nbsp;Kenya and Uganda recognize the importance of integrating sign language into education, emphasizing the need for sustained advocacy[28]. In Uganda, efforts are gaining momentum with a commitment to inclusivity, supported by organizations focusing on the unique needs of deaf children.\u003c/p\u003e\n\u003cp\u003eWhile progress is evident globally, a shared need for increased awareness, resources, and comprehensive strategies persists to ensure that educational content is not only informative but also culturally relevant, accessible, and engaging for deaf children worldwide.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eUtilizing Technology for Accessible Programs:\u003c/strong\u003e Globally, the recognition of\u0026nbsp;the\u0026nbsp;transformative role\u0026nbsp;of technology\u0026nbsp;in enhancing accessibility to parenting programs for deaf families is paramount. Digital platforms, video content, and online resources have become pivotal tools for disseminating information, particularly in regions where sign languages are officially recognized, such as Europe and the United States[29]. In Africa, Asia, and Sub-Saharan Africa, the utilization of technology for accessible parenting programs is progressing, with challenges\u0026nbsp;such as\u0026nbsp;limited infrastructure and the digital divide requiring attention[30]. East Africa, including countries\u0026nbsp;such as\u0026nbsp;Kenya and Uganda, is increasingly embracing technology,\u0026nbsp;which is\u0026nbsp;evident in initiatives\u0026nbsp;to develop\u0026nbsp;sign language videos and online resources. In Uganda, the rise in technology utilization, particularly\u0026nbsp;in the context of\u0026nbsp;Ugandan Sign Language, showcases a commitment to inclusivity[24]. The collective global, regional, and national efforts underscore the transformative potential of digital platforms, emphasizing the need for sustained investment, infrastructure development, and tailored strategies to ensure meaningful contributions to accessible parenting for deaf families worldwide.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCommunity involvement and sensitization:\u003c/strong\u003e Globally, the imperative role of community involvement and sensitization in inclusive parenting programs for deaf families is emphasized, aligning with the United Nations Convention on the Rights of Persons with Disabilities (CRPD)[31]. In regions recognizing sign languages, such as Europe and the United States, initiatives transcend individual families, fostering broader community engagement for a more inclusive societal approach.\u003c/p\u003e\n\u003cp\u003eIn Africa, while South Africa\u0026nbsp;has strides\u0026nbsp;in recognizing\u0026nbsp;the\u0026nbsp;rights\u0026nbsp;of deaf children, challenges persist in other regions due to limited resources, necessitating efforts to\u0026nbsp;increase\u0026nbsp;community awareness and combat potential stigmas associated with deafness. The diverse Asian landscape\u0026nbsp;highlights\u0026nbsp;essential community-based programs, especially in countries\u0026nbsp;such as\u0026nbsp;Japan,\u0026nbsp;where Japanese Sign Language is recognized, addressing the unique needs of deaf families amidst cultural and linguistic diversity. Sub-Saharan Africa faces challenges related to resources and linguistic diversity, necessitating comprehensive initiatives to\u0026nbsp;increase\u0026nbsp;community awareness.\u003c/p\u003e\n\u003cp\u003eIn East Africa, including Kenya and Uganda, a growing acknowledgement of\u0026nbsp;the\u0026nbsp;importance\u0026nbsp;of community involvement\u0026nbsp;is observed, with efforts\u0026nbsp;to integrate\u0026nbsp;sign language into community programs. Challenges underscore the need for sustained advocacy and resource allocation. In Uganda, community involvement\u0026nbsp;has gained\u0026nbsp;momentum, emphasizing inclusivity through sign language integration and the pivotal role of deaf organizations. Collectively, these perspectives highlight progress and the shared global need for increased awareness, tailored community engagement, and resource allocation to ensure the holistic inclusion of deaf families.\u003c/p\u003e\n\u003cp\u003eIn summary, the findings of this study provide a comprehensive view of the challenges and strategies involved in crafting inclusive parenting programs for deaf families. The themes highlight the importance of sign language education, effective communication, cultural sensitivity, tailored content, technology, and community involvement. These insights can inform the development of inclusive parenting programs that break barriers and foster meaningful connections within deaf families. The combination of sign language education and technological innovations has emerged as a powerful approach to create inclusive and accessible parenting resources for the deaf community.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eIn conclusion, the identified themes collectively inform the development of inclusive parenting programs that transcend barriers and foster inclusivity for deaf families. By integrating sign language education, emphasizing communication, promoting cultural sensitivity, tailoring content, utilizing technology, and encouraging community involvement, these programs can create a nurturing environment that empowers deaf parents and ensures the optimal development of their children. This study provides valuable insights, drawing from diverse sources, and contributes to the ongoing discourse on inclusive parenting for deaf families.\u003c/p\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eStrengths of the study\u003c/h2\u003e \u003cp\u003eThe strengths of this study include leveraging diverse sources, aligning with literature on inclusive parenting, emphasizing the paramount role of sign language education, focusing on communication and relationship building, addressing cultural sensitivity, recognizing technology's potential, advocating for community involvement, and contributing valuable insights to ongoing discourse. These strengths enhance the study's credibility and applicability, making significant contributions to inclusive parenting for deaf families.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eLimitations of the study\u003c/h2\u003e \u003cp\u003eWhile the study recognizes the transformative potential of technology, the rapid evolution of technology may render certain findings obsolete over time. Continuous advancements in technology could influence the relevance of the study's recommendations in the future.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eRecommendations\u003c/h2\u003e \u003cp\u003eIn the amalgamation of these diverse insights, this study propels us toward the development of inclusive parenting programs that transcend barriers and cultivate an environment conducive to the optimal development of deaf children. By integrating sign language education, emphasizing communication, promoting cultural sensitivity, tailoring content, utilizing technology, and encouraging community involvement, these programs hold the promise of breaking barriers and fostering inclusivity for deaf families. This research contributes valuable insights into the ongoing discourse on inclusive parenting, shedding light on the nuanced intricacies that shape the familial journeys of the deaf community.\u003c/p\u003e \u003c/div\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eIDAW: International Deaf Awareness Week\u003c/p\u003e\n\u003cp\u003eIDSL: International Day of Sign Language\u003c/p\u003e\n\u003cp\u003eWHO: World Health Organization\u003c/p\u003e\n\u003cp\u003eUNAD: Uganda National Association of the Deaf\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthical\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003econsiderations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eExplicit written informed consent was obtained from each participant, ensuring voluntary engagement. Confidentiality and anonymity were rigorously maintained, with pseudonyms used in reporting findings. Ethical approval from the Ethical approval from Makerere University School of Social Sciences research ethics committee was obtained with ethical approval number: \u003cstrong\u003eMAKSSREC 01/2023/722,\u0026nbsp;\u003c/strong\u003eaffirming adherence to ethical standards in research involving human participants. This study was carried out\u0026nbsp;per the Declaration of Helsinki\u003cstrong\u003e.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe raw data supporting the conclusions of this article will be made available upon request from the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflicts of\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003einterest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll the authors declare no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research study did not receive any form of funding\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePublisher\u0026rsquo;s note\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations or those of the publisher, the editors and the reviewers. Any claim that may be evaluated in this article is not guaranteed or endorsed by the publisher.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo;\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003econtributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAEI\u0026nbsp;\u003c/strong\u003econceptualised the study, II, \u003cstrong\u003eRN\u003c/strong\u003e and \u003cstrong\u003eAEI\u003c/strong\u003e collected the data, analysed and discussed the results, and \u003cstrong\u003eII\u0026nbsp;\u003c/strong\u003ecompiled the final draft and reviewed the manuscript. All the authors reviewed and approved the final draft of the manuscript\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors acknowledge all the participants who provided their time for this study. We also acknowledge the research team for their tireless efforts to perform this work.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBiffle III, R.L., \u003cem\u003eWEAVING TAPESTRY OF MULTIGENERATIONAL EFFECTIVE TEACHING PRACTICE.\u003c/em\u003e Effective Teaching: Educators Perspective of Meaning Making in Higher Education, 2018: p. 1.\u003c/li\u003e\n\u003cli\u003eAdams Lyngb\u0026auml;ck, L., \u003cem\u003eExperiences, networks and uncertainty: parenting a child who uses a cochlear implant\u003c/em\u003e. 2016, Department of Education, Stockholm University.\u003c/li\u003e\n\u003cli\u003eMeehan, G.P., \u003cem\u003eFlourishing at the margins: an exploration of deaf and hard-of-hearing women\u0026rsquo;s stories of their intimate lives in Ireland\u003c/em\u003e. 2019, National University of Ireland, Maynooth (Ireland).\u003c/li\u003e\n\u003cli\u003eNordvik, \u0026Oslash;., \u003cem\u003eQuality of life in persons with hearing loss: The importance of psychological variables and hearing loss severity.\u003c/em\u003e 2020.\u003c/li\u003e\n\u003cli\u003eKhan, U.R., \u003cem\u003eGlobal and local road traffic injury epidemiology in children and adolescents\u003c/em\u003e. 2022, Karolinska Institutet (Sweden).\u003c/li\u003e\n\u003cli\u003eAyuk, T., et al., \u003cem\u003ePrevalence of diarrhoea and associated risk factors among children underfive years of age in Efoulan health district-Cameroon, sub-Saharan Africa.\u003c/em\u003e MOJ Public Health, 2018. \u003cstrong\u003e7\u003c/strong\u003e(6): p. 259-264.\u003c/li\u003e\n\u003cli\u003eAreikin, C., \u003cem\u003eExperiences of students with disabilities admitted under affirmative action scheme in public universities, Uganda a case of two public universities\u003c/em\u003e. 2019, Kyambogo University (un published work).\u003c/li\u003e\n\u003cli\u003eMurray, J.J., M. De Meulder, and D. Le Maire, \u003cem\u003eAn education in sign language as a human right?: The sensory exception in the legislative history and ongoing interpretation of article 24 of the UN convention on the rights of persons with disabilities.\u003c/em\u003e Hum. Rts. Q., 2018. \u003cstrong\u003e40\u003c/strong\u003e: p. 37.\u003c/li\u003e\n\u003cli\u003eNapier, J., et al., \u003cem\u003eSign language in action\u003c/em\u003e. 2016: Springer.\u003c/li\u003e\n\u003cli\u003eGaniso, M., \u003cem\u003eSign Language in South Africa: Pedagogic Approaches, Policy Developments and New Directions.\u003c/em\u003e 2016.\u003c/li\u003e\n\u003cli\u003eSagara, K., \u003cem\u003eThe numeral system of Japanese Sign Language from a cross-linguistic perspective\u003c/em\u003e. 2014, University of Central lLancashire.\u003c/li\u003e\n\u003cli\u003eWetering, E.v.d., \u003cem\u003e\u0026lsquo;Raising our Voices\u0026apos;: The perspectives of stakeholders on the challenges present within the service provision towards disabled children in Kabarole district, Uganda, and their suggestions for improvement\u003c/em\u003e. 2018, OsloMet-Oslo Metropolitan University.\u003c/li\u003e\n\u003cli\u003eClose, S. and D. Power, \u003cem\u003eUntapped peacebuilders: Including persons with disabilities in building peace\u003c/em\u003e. 2021, London: Conciliation Resources. https://www. cr. org/learning-hub/untapped \u0026hellip;.\u003c/li\u003e\n\u003cli\u003eHall, M.L., W.C. Hall, and N.K. Caselli, \u003cem\u003eDeaf children need language, not (just) speech.\u003c/em\u003e First Language, 2019. \u003cstrong\u003e39\u003c/strong\u003e(4): p. 367-395.\u003c/li\u003e\n\u003cli\u003eSwanwick, R., J. Fobi, and O. Appau, \u003cem\u003eThe multilingual context of the early care and support of deaf children in Ghana.\u003c/em\u003e Journal of Multilingual and Multicultural Development, 2022: p. 1-14.\u003c/li\u003e\n\u003cli\u003eGeorge, G., et al., \u003cem\u003eBringing Africa in: Promising directions for management research\u003c/em\u003e. 2016, Academy of Management Briarcliff Manor, NY. p. 377-393.\u003c/li\u003e\n\u003cli\u003eDraudt-V\u0026eacute;jares, D., \u003cem\u003eMulticultural at the Meso-Level: Governing Diversity within the Family in South Korea.\u003c/em\u003e Pacific Affairs, 2023. \u003cstrong\u003e96\u003c/strong\u003e(4): p. 701-722.\u003c/li\u003e\n\u003cli\u003eBecker, S.A., et al., \u003cem\u003eNMC horizon report: 2017 higher education edition\u003c/em\u003e. 2017, The New Media Consortium.\u003c/li\u003e\n\u003cli\u003eKamenopoulou, L., \u003cem\u003eDecolonizing inclusive education: an example from a research in Colombia.\u003c/em\u003e Disability and the Global South (DGS), 2020. \u003cstrong\u003e7\u003c/strong\u003e(1): p. 1792-1812.\u003c/li\u003e\n\u003cli\u003eKelly, J.F., E.L. McKinney, and O. Swift, \u003cem\u003eStrengthening teacher education to support deaf learners.\u003c/em\u003e International Journal of Inclusive Education, 2022. \u003cstrong\u003e26\u003c/strong\u003e(13): p. 1289-1307.\u003c/li\u003e\n\u003cli\u003eKhoza-Shangase, K., \u003cem\u003eConfronting realities to early hearing detection in South Africa.\u003c/em\u003e Early detection and intervention in audiology: An African perspective, 2021: p. 66-68.\u003c/li\u003e\n\u003cli\u003eMugadza, H.T., et al., \u003cem\u003eChildrearing practices among Sub-Saharan African migrants in Australia: A systematic review.\u003c/em\u003e Journal of Child and Family Studies, 2019. \u003cstrong\u003e28\u003c/strong\u003e: p. 2927-2941.\u003c/li\u003e\n\u003cli\u003eWapling, L.M., \u003cem\u003eDeaf children as language learners: The strategies teachers use to support early language development in deaf children in Kenya\u003c/em\u003e. 2023, UCL (University College London).\u003c/li\u003e\n\u003cli\u003eSarton, E., et al., \u003cem\u003eInclusive Education in Uganda-Examples of best practice.\u003c/em\u003e 2022.\u003c/li\u003e\n\u003cli\u003eGrimes, P., et al., \u003cem\u003eMapping of the progress towards disability inclusive education in Eastern and Southern African countries, good practices and recommendations.\u003c/em\u003e 2023.\u003c/li\u003e\n\u003cli\u003eMateria, F.T., et al., \u003cem\u003eImplementing text-messaging to support and enhance delivery of health behavior change interventions in low-to middle-income countries: case study of the Lifestyle Africa intervention.\u003c/em\u003e BMC Public Health, 2023. \u003cstrong\u003e23\u003c/strong\u003e(1): p. 1526.\u003c/li\u003e\n\u003cli\u003eHoward, T.C., \u003cem\u003eWhy race and culture matter in schools: Closing the achievement gap in America\u0026apos;s classrooms\u003c/em\u003e. 2019: Teachers College Press.\u003c/li\u003e\n\u003cli\u003eDeneke, G.Y., \u003cem\u003eAccessibility of sign language services to the deaf in tertiary education institutions: a case of the University of Zambia and Zambia Institute of special education\u003c/em\u003e. 2017, The University of Zambia.\u003c/li\u003e\n\u003cli\u003eBranchini, C. and L. Mantovan, \u003cem\u003eA Grammar of Italian Sign Language (LIS)\u003c/em\u003e. 2020: Edizioni Ca\u0026apos;Foscari.\u003c/li\u003e\n\u003cli\u003eLangthaler, M. and H. Bazafkan, \u003cem\u003eDigitalization, education and skills development in the Global South: an assessment of the debate with a focus on Sub-Saharan Africa\u003c/em\u003e. 2020, \u0026Ouml;FSE Briefing Paper.\u003c/li\u003e\n\u003cli\u003eMahomed, F., J.E. Lord, and M.A. Stein, \u003cem\u003eTransposing the convention on the rights of persons with disabilities in Africa: The role of disabled peoples\u0026rsquo; organisations.\u003c/em\u003e African Journal of International and Comparative Law, 2019. \u003cstrong\u003e27\u003c/strong\u003e(3): p. 335-358.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"child-and-adolescent-psychiatry-and-mental-health","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"caph","sideBox":"Learn more about [Child and Adolescent Psychiatry and Mental Health](http://capmh.biomedcentral.com)","snPcode":"13034","submissionUrl":"https://submission.nature.com/new-submission/13034/3","title":"Child and Adolescent Psychiatry and Mental Health","twitterHandle":"@IACAPAP","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"BMC/SO AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Deaf families, Inclusive parenting programs, Sign language education, Technological innovations, Breaking barriers","lastPublishedDoi":"10.21203/rs.3.rs-5259653/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5259653/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eThe parenting of children by deaf parents has many challenges that require a barrier-breaking approach to ensure inclusivity and accessibility. Therefore, this study explored pathways for crafting inclusive parenting programs, fostering a future where every family thrives, regardless of hearing ability.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eThis was a qualitative study that employed in-depth interviews with 20 deaf parents and utilized thematic content analysis. This study was carried out at events organized by the Uganda National Association of the Deaf (UNAD) at Makerere College School. Deaf parents were purposively selected from attendees at events organised by the Uganda National Association of the Deaf (UNAD) during the specified celebrations.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eAn analysis of interviews with deaf parents identified six crucial themes for inclusive parenting programs. Language education was highlighted for strengthening family bonds. Communication and relationship building emphasized equal treatment and love for deaf children. Cultural sensitivity and education were deemed essential, as visual tools and district associations were used. Tailoring content for deaf children emphasized playful and educational materials, such as sign language videos. The utilization of technology for accessible programs and the promotion of community involvement are recognized as critical components.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eThe identified themes guide inclusive parenting program development for deaf families, emphasizing sign language, communication, cultural sensitivity, tailored content, technology, and community involvement for optimal child development.\u003c/p\u003e","manuscriptTitle":"Crafting Inclusive Parenting Programs – Considerations for Deaf Families: A qualitative study.","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-12-10 07:33:19","doi":"10.21203/rs.3.rs-5259653/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-11-07T14:29:29+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-11-02T01:23:38+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-10-28T15:57:27+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"14057949948580924653978731030610669156","date":"2024-10-23T20:52:50+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"143356499660340703835599446750021022131","date":"2024-10-22T14:40:08+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-10-19T17:27:10+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-10-15T11:12:36+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-10-15T08:17:47+00:00","index":"","fulltext":""},{"type":"submitted","content":"Child and Adolescent Psychiatry and Mental Health","date":"2024-10-14T08:52:16+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"child-and-adolescent-psychiatry-and-mental-health","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"caph","sideBox":"Learn more about [Child and Adolescent Psychiatry and Mental Health](http://capmh.biomedcentral.com)","snPcode":"13034","submissionUrl":"https://submission.nature.com/new-submission/13034/3","title":"Child and Adolescent Psychiatry and Mental Health","twitterHandle":"@IACAPAP","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"BMC/SO AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"5899e086-e760-4712-ae40-47d678f02ae1","owner":[],"postedDate":"December 10th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2024-12-23T16:04:51+00:00","versionOfRecord":{"articleIdentity":"rs-5259653","link":"https://doi.org/10.1186/s13034-024-00852-7","journal":{"identity":"child-and-adolescent-psychiatry-and-mental-health","isVorOnly":false,"title":"Child and Adolescent Psychiatry and Mental Health"},"publishedOn":"2024-12-19 15:58:18","publishedOnDateReadable":"December 19th, 2024"},"versionCreatedAt":"2024-12-10 07:33:19","video":"","vorDoi":"10.1186/s13034-024-00852-7","vorDoiUrl":"https://doi.org/10.1186/s13034-024-00852-7","workflowStages":[]},"version":"v1","identity":"rs-5259653","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5259653","identity":"rs-5259653","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}