Date of Award
5-2015
Degree Type
Report
Degree Name
Master of Education (MEd)
Department
Communicative Disorders and Deaf Education
Committee Chair(s)
Lauri Nelson
Committee
Lauri Nelson
Committee
Sonia Manuel-Dupont
Committee
Elizabeth Parker
Abstract
Self-advocacy is an essential component of social-emotional skill development (Scheele, L., & Clark, G., n.d.; Luckner & Sebald, 2013). The ability to recognize one’s needs, and then utilize effective self-advocacy skills to meet those needs are characteristics considered to contribute to successful development in this area. Young children with disabilities require strong self-advocacy and self-determination skills, particularly as they transition from preschool into mainstream kindergarten settings. Children should learn that they have a right and a responsibility to access the same educational experiences as their peers, and should be given the tools to effectively identify and implement appropriate self-advocacy strategies within the classroom (Anderson & Arnoldi, 2011). Age-appropriate advocacy skills can and should be introduced within early intervention home-based programs and within the preschool classroom to establish the foundations for future growth and development.
Recommended Citation
Hendrix, Ariel, "Self-Advocacy Skills in Children who are Deaf or Hard of Hearing: Listening and Spoken Language Teacher Perceptions in Preschool through Third Grade Settings" (2015). All Graduate Plan B and other Reports, Spring 1920 to Spring 2023. 492.
https://digitalcommons.usu.edu/gradreports/492
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