Scheetz (2012) pointed out that through their daily interactions with other deaf students and deaf adult role models in residential schools, DHH students “will begin to recognize their identity of deaf people, feelings of belonging are awakened or strengthened and a sense of community is formed" (p. 212). This helps DHH students better understand who they are and what they are capable of doing, which increases their feelings of self-worth. Those who have not fully understood who they are and have not seen their value may develop emotional problems. Scheetz (2012) confirmed that DHH students who have higher self-concept/identity and self-esteem will have more positive worldviews and successes in life. Residential schools play a highly significant role in the communication skills of DHH students because it is in residential schools that DHH students learn in more depth a formal deaf communication system appropriate to them, through classroom lessons and daily practice in their environment. According to Scheetz (2012), residential schools embrace a variety of communication methods for DHH students, including American Sign Language (ASL), total communication, or a bilingual-bicultural (Bi-Bi) approach. The Texas School for the Deaf, for example, uses ASL (Texas