18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
How Racial Identity Impacts the Development of Self-Advocacy Skills in Children Who Are DHH
Join me to learn how and why the racial identity of a child who is deaf or hard of hearing shapes their ability to self-advocate in the classroom setting and beyond. Learn how representation among deaf educators and speech-language pathologists can impact a child who is DHH. By hearing perspectives of current professionals working with children of color who are DHH, learn how self-advocacy skills compare between these students and their white peers. Finally, consider specific strategies that may be applied to this population to better encourage their agency in the classroom, at home, and in society.
- Identify 3 skills necessary for self-advocacy in children who are DHH
- Explain at least one way in which the self-advocacy skills of children of color compare to those of white peers
- Implement at least 2 unique strategies to encourage self-advocacy in children of color who are DHH
Poster:
18878_10501AllisonPhelps.pdf
Presenter: Allison Phelps
Allison Phelps, BS, is a second-year graduate student in the speech-language pathology program at Fontbonne University. She also received her undergraduate degree in speech-language pathology from Fontbonne University. She is currently a member of the first cohort of scholars in Fontbonne's Interprofessional Early Intervention (IPEI) program, funded by OSERS grant H325K170008. Her research interests include the use of augmentative and alternative communication for children with complex communication needs, interprofessional education and practice, and cultural & linguistic diversity.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.