Logo image
Back
The Role of Self-Advocacy in Academic Access for Students Who Are Deaf or Hard of Hearing in Higher Education
Book chapter   Peer reviewed

The Role of Self-Advocacy in Academic Access for Students Who Are Deaf or Hard of Hearing in Higher Education

Magda Nikolaraizi, Christiana Kofidou and Mervyn B Hyde
Inclusion, Equity and Access for Individuals with Disabilities, pp.383-408
Springer Basel AG
2019
DOI: https://doi.org/10.1007/978-981-13-5962-0_19
url
https://doi.org/10.1007/978-981-13-5962-0_19View
Published Version

Abstract

deaf and hard of hearing self-advocacy access higher education
Deaf and hard of hearing students (SDHH) attending higher education institutions face several challenges and barriers in their academic access, which impede their participation during lectures, and their learning. In order to deal with these barriers, SDHH need to self-advocate. SDHH with self-advocacy skills are the ones who are aware of their needs; they communicate their needs and ask for supporting services in a positive and assertive manner. The aim of this chapter is to describe the role of self-advocacy in the communication and academic access of SDHH and point out the importance of early self-advocacy intervention in enabling children who are deaf or hard of hearing to develop self-advocacy skills before higher education.

Details

Metrics

218 Record Views
Logo image