dents for over ten years in public school districts serving all grades, from Preschool to High School, in various schools. I worked with students one-on-one or in the classroom (if they require direct services from a Deaf and Hard-of-Hearing teacher). I consulted with teachers and staff on ways to address their hearing needs and ensure that their students have access to the curriculum. It depends on the students and their needs. I provided hearing assistive technology, went over accommodations they require in the classroom, got teachers and families in touch with the school audiologist, and provided information about their deafness and how it impacts them. The teachers and I worked together to provide the support these students need.

Over time, I came to realize that students need to be more involved, by advocating for themselves, to be more successful in the classroom. Many lacked the confidence to do things for themselves. It was very frustrating and got in the way of their education. Self-advocacy skills are important. We spent many years figuring out how to teach these skills and how to help them use these skills.

I started talking to students about self-advocacy whether they were in Preschool or High School. While developing and using selfadvocacy skills is one of the best things students can do for themselves, it can also be the hardest thing to do.

I sat in many Middle and High School classes. A lot of them are large, noisy, and full of intimidating-looking teenagers. Even as an adult, I felt unsure of when I should speak up. Is it okay to interrupt the teacher? Should I tell the students behind me to stop talking? When and how do I mention my hearing issues to the teacher? Is my outfit okay? What about my hair? It was difficult. My students, especially the shy ones, had my sympathy.

What effective self-advocacy looks like varies from student to student. For example, a preschooler might be expected to call their hearing technology the proper term (instead of saying "my ears" try "my hearing aids") and to let the teacher know when the battery dies, or the hearing aids stop working. A first-grade student with multiple disabilities may be expected to signal the teacher, by holding up a card with a picture of an ear when she does not hear or understand. We have to consider their age, abilities, personalities, and communication skills.

We started by making sure the students understand how they hear and what it means. How can you effectively advocate for yourself without really understanding your disability and how it impacts you? What kind of hearing do they have? What does it mean? Many students did not know or want to acknowledge their deafness. They reluctantly looked at their hearing evaluation charts or audiograms. We went over what it meant, again and again, until they seemed to understand. It took a lot of practice. It was important to be patient and empathize with them.

Next, students practiced explaining in their own words, as briefly as possible, what type and degree of hearing they have and how it impacts them. Then we went over the technology they use to help with listening and communication needs (if they use any technology, such as hearing aids, cochlear implant devices, hearing assistive

technology, etc.). For my students who primarily use sign language, we discussed how to appropriately work with sign language interpreters in the classroom, in addition to explaining how their deafness impacts them.

Next, we worked on meeting with teachers and talking to them about the student’s deafness and what the student needs in the classroom. How they meet with the teachers depends on the student. The shy students can start by meeting with a teacher they feel most comfortable with. Others would create and show a PowerPoint presentation. Slowly, many of the students became more confident and started taking part more in the classroom, by asking questions or for help. I almost fell out of my chair when I witnessed an extremely shy middle school student raise her hand in class and ask the teacher to please repeat what she said. This may seem like a simple request, but for this child, it was a huge deal!

"I ALMOST FELL OUT OF MY CHAIR WHEN I WITNESSED AN EXTREMELY SHY MIDDLE SCHOOL STUDENT RAISE HER HAND IN CLASS AND ASK THE TEACHER TO PLEASE REPEAT WHAT SHE SAID. THIS MAY SEEM LIKE A SIMPLE REQUEST, BUT FOR THIS CHILD, IT WAS A HUGE DEAL!"

It did not stop in the classroom. If it was appropriate, we started to expect students to advocate for themselves in Individualized Education Plan (IEP) meetings. An IEP is a legal document that includes a plan created specifically for students with disabilities, depending on their needs and abilities. Several students did not know what an IEP was. It was very helpful for students to start looking at their IEPs and understand what it means. At least once a year, family members, teachers, Special Education teachers, and therapists would meet to discuss the student’s IEP and update it as needed. One high school student did not know what an IEP was or that he had one. We looked at it and discussed it many times. He seemed to start to understand it. I encouraged him to attend his IEP meetings, which he has never done before. I was so impressed with how he participated and asked questions. He effectively explained what accommodations he needed and why. Ever since he started advocating for himself, he became more confident, and his grades improved.

Getting students to advocate for themselves is not always easy. It is a lengthy process. Naturally, most students would rather that I talk to their teachers and solve the problems for them. I know it is easier to hide in the back of the class and pray that your teacher will not call on you. I understand, I was that student in middle and high school. The challenging work and time we spent practicing, paid off. It is amazing to watch someone grow and become more confident. It is empowering to speak up and participate in your learning. I learned so much working with these wonderful students and teachers. I am grateful for the experience. I hope these students continue advocating for themselves in and outside school. •

ABOUT THE AUTHOR:

Elizabeth Mayton M.Ed. is a certified Deaf and Hard-of-Hearing educator with over ten years of experience as an Instructional Specialist or Itinerant Teacher of Deaf and Hard-of-Hearing students attending public schools. Elizabeth is partially deaf from birth and finds her firsthand experiences and understanding beneficial when working with teachers, audiologists, parents, and students. She is currently taking a break from teaching to care for a parent.