The review surveys theories and models of human development and extrapolates from these to form a composite sketch of the "typical" deaf adolescent. Theories of J. Piaget are examined and the major stages of cognitive development he proposed are summarized. Implications of concepts of disequilibrium and restructuring of cognitive schemas for deaf adolescents are considered. The nature of egocentrism in deaf adolescents and the social context in which they function are analyzed. The importance of helping deaf adolescents find a balance between challenge and comfort is noted, and the use of mentors or role models is suggested as on approach. (CL)