Deaf identity is promoted. The child’s personal identity and growth are developed more fully because complete communication is present and the student is immersed in a Deaf environment.
Psychological development is enhanced. A residential program sees the child as a whole person capable of the same achievements as hearing children. Programs that focus on the inability to hear can make the child less confident, more hesitant, and can erode self-worth.
Language abilities are improved. Emphasis and value is placed both on American Sign Language (ASL) and English. By first establishing full communication through ASL, it is vastly easier to then teach the child English. The child develops proficiency in both languages to a higher degree.
Easier access to their surroundings. Since the residential school is geared toward the deaf, things like school bells, telephones, and public address systems are adapted to fit their needs. These systems in hearing schools are often inaccessible to the deaf student.
Access to role models and mentors. With a large number of Deaf adults as teachers and administers, the student sees other Deaf people as successful, educated, and fully functional in society, rather than “disabled.”
Greater variety of extracurricular activities. Since students often reside at the school throughout the week, a large number of activities outside the classroom are made available to them, including sports, clubs, and social groups.
Allows time to socialize with deaf peers. The ability to socialize and interact easily with peers without communication barriers encourages proper social skills, self-esteem, and confidence.
Builds a lasting network of friends. After graduation from a residential program, students frequently keep in touch with their classmates, to a degree far surpassing the norms of their hearing counterparts. The friends and connections made in a residential program can last a lifetime and provide a sustaining network of support and encouragement.