Advocacy Statement
Advocacy Statement
Advocacy Statement
Advocacy Statement
Sierra Paasch
Longwood University
ADVOCACY STATEMENT 2
Every student coming into a classroom has an individualized background that make up
factors that affect literacy acquisition. Deaf/Hard of Hearing students typically come from three
general, broad backgrounds: D/HoH students who use ASL, D/HoH students who use English,
and D/HoH students who experience language delays or deprivation (Dostal, 2017). No matter
what background these students come from, teachers must be their biggest advocates. Language
acquisition relies heavily on direct and indirect interactions between people. Literacy for all
students is a social practice that requires students, especially D/HoH, to be a complete member
of the community. Often, the D/HoH students are not a part of a community until they reach the
classroom. It is necessary for these students to participate in mutual engagement with their peers
and adults that includes more than having a two-way conversation: different types of play, group
conversation, taking turns, and building relationships. Just as any student needs exposure to
literature, Deaf/Hard of Hearing students need regular and stable opportunities to experience
language and conversation even if it is not directed at them. The peer interaction that forms a
community in a classroom is a very natural way for these students to acquire language to help
with vocabulary depth and phonological awareness. Reading ability during primary grades
determines the success in later grades and throughout life(Kristoffersen and Simonsen, 2016).
All students need an advocate for their needs. This starts with teachers. For teachers to
properly advocate for their students, they need the proper education to make an informed
decision. The earlier the student has access to language such as the use of technologies, the
greater the chance of succeeding in literacy. With increased opportunities for teachers to learn
more about Deaf and Hard of Hearing students and ways to meet their needs, the greater chance
References
Dostal, H., Gabriel, R., & Weir, J. (2017). Supporting the Literacy Development of Students
334. https://doi-org.proxy.longwood.edu/10.1002/trtr.1619
Kristoffersen, A.-E., & Simonsen, E. (2016). Communities of Practice: Literacy and Deaf
org.proxy.longwood.edu/10.1080/14643154.2016.1198101
Tomblin, J., Oleson, J., Ambrose, S., Walker, E., & Moeller, M. (2020). Early literacy predictors