The article describes the theoretical foundations of R. Feuerstein's "Mediated Learning Theory" and its applicability to deaf populations. The theory provides insight into the comparable characteristics of culturally deprived and deaf populations. The theory emphasizes the importance of mediated learning as a prerequisite to independent learning and thinking. The construct is applied to hearing parents and their deaf children. Investigations centering on deaf students' involvement with two of Feuerstein's processes for facilitating performance of culturally deprived individuals, referred to as the Learning Potential Assessment Device and the Instrumental Enrichment, an educational intervention procedure, are described. A 39-item reference list is included. (CL)