Trauma, ableism, and the CODA experience in educational contexts

Abstract

This qualitative phenomenological study explored how ableist societal structures influence the identity development, lived experiences, and well-being of Children of Deaf Adults (CODA), with particular attention to educational contexts. Guided by Critical Disability Theory and Stuart Shanker’s Self-Regulation Framework, the study examined how systemic barriers contribute to both hardship and resilience among CODAs and how educational systems can better recognize and support them. Eight adult CODAs between the ages of 20 and 34 participated in semi-structured interviews and completed a demographic questionnaire. This study contributes to the limited body of research on CODAs by centering their voices and lived experiences. It recommends recognizing CODAs as Multiple Language Learners (MLLs), improving educator knowledge of Deaf culture and bilingual language development, ensuring accessible communication for Deaf parents, increasing Deaf and CODA representation within curricula, and expanding culturally responsive mental health supports. Ultimately, the findings call for educational and social systems that move beyond accommodation toward equity, cultural validation, and meaningful inclusion for CODAs and their families.