Advocacy Statement

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Running head: ADVOCACY STATEMENT 1

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

of successful students in literacy and beyond (Tomblin, 2020).


ADVOCACY STATEMENT 3

References

Dostal, H., Gabriel, R., & Weir, J. (2017). Supporting the Literacy Development of Students

Who Are Deaf/Hard of Hearing in Inclusive Classrooms. Reading Teacher, 71(3), 327–

334. https://doi-org.proxy.longwood.edu/10.1002/trtr.1619

Kristoffersen, A.-E., & Simonsen, E. (2016). Communities of Practice: Literacy and Deaf

Children. Deafness & Education International, 18(3), 141–150. https://doi-

org.proxy.longwood.edu/10.1080/14643154.2016.1198101

Tomblin, J., Oleson, J., Ambrose, S., Walker, E., & Moeller, M. (2020). Early literacy predictors

and second-grade outcomes in children who are hard of hearing. Child

Development, 91(1), 197. doi:10.1111/cdev.13158

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