While we recognize and value the culturally deaf identity, it is evident that the thrust in modern times is the consideration of oralism, when possible, which stimulates the adoption of culturally hearing and bicultural identities by the majority of our deaf students. Therefore, most of our deaf students have a self-concept that they are DHH but can also speak and write in English. They take pride in perceiving themselves as bicultural, socially competent, and successful members of society at large. Calderon and Greenberg (2011) suggested that in order for DHH people to be successful members of society, gaining full access to its wealth and opportunities, they must learn to live in both the hearing and deaf worlds. Current public schools support this philosophy and, therefore, provide their DHH students with the opportunity to be exposed to both hearing and deaf cultures. The geographical origin of the deaf population may be one of the causes of this development. Leigh (2010) reported that 5% of deaf children were born to deaf parents, while 95% of them were born to hearing parents. Hearing parents actively support oralism and resolutely influence their DHH children to use hearing aids or cochlear implants when possible to function successfully in society just like the hearing population. Accordingly, their DHH