The deaf are commonly labeled with disparaging and superstitious qualities that push themrnoutside human communication and social life, and deny them access to education, work andrnother equal opportunities that would make them self supportive and full members of theirrnrespective environment.rnThe environment includes significant others in the deaf child's world, beginning with his/herrnimmediate family, extending to peers, teachers and members of the various communities thatrnimpinge on his/her life. However, the focus of this study is the home environment, where thernfoundation for the deaf child's social, educational, etc development lies.rnTo study life in a family of deaf child is the main aim of this research. Based on therninformation obtained from five deaf children and their parents selected purposefully (thernparents being the main informants), this study on deafness and parent hood of a deaf child wasrnconducted.rnFor exploring the life of deaf children and their parents in a natural context (the home), a casernstudy qualitative design was used. The main methods for data gathering were observation andrninterview supplemented by , focus-group-discussion and informal talks.rnThe finding of the study showed that parents have misconceptions and wrong beliefs aboutrnthe nature and causes of deafness as well as the potentialities of their deaf child. They alsornhad communication problems as a result limited interaction with their deaf child. All of themrnwere not able to make arrangements for their deaf child's social and educational developmentrnexcept providing them with pens and exercise books. Their lack of early intervention servicesrnlike training in SL, counseling and teaching their deaf child, etc had challenged them to haverna good life in t he home environment. As a result of wrong beliefs and misconceptions aboutrnthe nature and causes of deafness parents felt various feelings which, in turn brought aboutrnreciprocal feelings on the deaf child.rnThe above findings are discussed and recommendations were made to promote holisticrndevelopment of the deaf child through provision of early intervention to the family with a deafrnchild