Running head: ENGAGING IN THE COMMUNIY

Engaging in the Community: Critical Reflection on My Policy Brief

Kim M. Misener Dunn
Gallaudet University
EDU 760
Professor Petra Horn-Marsh
December 18, 2015

Looking at the past must only be a means of understanding more clearly what and who they are
so that they can more wisely build the future(Freire, 1970, 2000, p.84).

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Preparing the policy brief entitled Educators, Family, and Community Involvement in
Preschool for Deaf and Hard of Hearing: Promoting ASL-English Bilingual and Biliteracy Policy
ignited my passion to effect a long overdue critical change at the South Carolina School for Deaf
and Blind (SCSDB). Therefore, for this project, I will initiate and implement the required action
utilizing this brief.
Having taught at SCSDB for 16 years, I observed the slow erosion of quality of material,
process, standards, qualifications, attitude, and quantity of experienced professionals. This was
the result of radical budget cuts, natural attrition and administrative changes, particularly in the
sensitivity issues of advocating for Deaf Education. My position for 16 years of professional
teaching experience was replaced by a newly hired teacher with no Deaf education background.
This kind of erosion occurred in numbers sufficient enough to modify the informal ASL-English
in use at the school. The school, in a relatively short period of time, regressed from ASLEnglish bilingual approach in the late 1990s to what the administration now calls Dual
Language which was adopted in 2010. With or without a formal Dual Language policy, in a
very short time that the language of instruction and the lack of an appropriate language policy
directly impacted the students performance, not only in the preschool but at all grade levels . Dr.
McCraw, the SCSDBs superintendent, confirmed that the past scores and percentage as
decreased from the Measure of Academic Progress (MAP), therefore, SCSDB decided to
discontinue standard testing (personal communication, December 16, 2015). The various
SCSDB administrations have been aware of a serious decline in academic performance, across
the board, and all have failed to acknowledge or to address the core problem which is early
language acquisition and the lack of teachers in Deaf Education with the appropriate level of
proficiency in ASL, and backgrounds in the principles of bilingual theories. I believe these

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deficiencies create a natural reluctance due to unintentional, lack of awareness of the need for a
formal language policy.
Because of the urgent need to design and implement an appropriate language policy to
improve preschool performance, I proposed my brief as a minimum standard for education at
SCSDB. The logical step is to first engage the stakeholders of the community in the process: the
Superintendent of SCSDB, the board representative of the SC First Steps, the President of SC
Registry of Interpreter of the Deaf, and two members of the Deaf community. For this critical
reflection, this paper is to explore whether this policy brief outlines facts, arguments, social
constructions of the SCSDBs lack of language policy and leads the stakeholders to question and
act on policies that create or maintain unequal power relations among the members of the Deaf
community and seeks actions for implementation.
After meeting the SCSDBs superintendent, Dr. McCraw, on the morning of December
16 (see Appendix A for email correspondence), I learned that SCSDB has not taken any
immediate steps and lacks formal direction for strategic planning or implementing a language
policy in using ASL as natural language in school; however, Dr. McCraw has expressed her
interest in improving the quality of language and education at SCSDB. She stated that there is a
long way to go to implement policy change and that my brief may serve as a basis for future
discussion and developments. She was very open and receptive to my advocacy issue. I was
intrigued by some points in our discussion which could be topics for further action plans and for
identifying potential issues and possible barriers. For instance, the superintendent was very
receptive and interested in what SCSDB lacks and the steps to effect language policy change, but
she said it will not happen in the near future, perhaps in two to five years. This raises a red flag
for me. She has no training in Deaf education and only minimal Deaf education exposure. With

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this deficiency, she may not fully understand the urgency and the dangers of language
deprivations in very young deaf and hard of hearing children. Therefore, I must make her aware
of the need for her to rely on experts in the field, current research and implementation of new
information in the language development of young deaf children. Another fact that surfaced
after we reviewed the recommendations in my policy brief which reads SC Department of
Education and SCSDB must acknowledge that a Reading specialist with a regular education
background from Department of Educations Read to Succeed Act 2014 is not qualified to work
with deaf children. Dr. McCraw informed me that the SC Department of Education did not
provide a reading specialist accordingly to the Read to Succeed Act 2014. Instead, SCSDB used
its own budget to hire a reading specialist who has no ASL skills or experience working with
deaf children. This contradicted what the superintendent had said earlier in the meeting so I
probed further as to why the school would hire a person with no sign language expertise or deaf
education background. McCraw was at loss for words and did provide an answer. However, I do
believe that our discussion gave her some important issues for her to think about and resolve.
Thus, I sought several members of the educational community for their input on my policy brief.
My next contact is an Educator as well as a Board Member of the First Steps Program
which is funded by federal, state and local governments. This area of Early Intervention Services
facility is also located in Spartanburg, not far from SCSDB. Due to time constraints, the board
member agreed to receive my policy brief via email, review, and respond with her thoughts,
input and recommendations. This exchange of correspondence, including her response to the
brief, is attached for review. The board member, Mrs. Sarah Love, is fully aware of the lack of
language equality at SCSDB, and she writes: The issue raised, language, is relevant for all
preschool age children as it is the cornerstone upon which learning is built. Providing high

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quality, well planned language opportunities prior to entering school promotes success. It is
crucial that the delivery of language instruction be purposeful, especially in population where
language acquisition is a challenge. Students entering kindergarten without age appropriate
language skills struggle to overcome early deficits for many years. As time passes we often see
gaps widen as the rigor of academic tasks increases. Without both expressive and receptive
language skills, children have difficulties applying basic skills, making connections, and
understanding abstract concepts across all subject areas (see Appendix B).
Additionally, I was able to meet the President of SC Registry of Interpreters of the Deaf
(SCRID) Mr. Stephen Fitzmaurice on the 17th of December, at Clemson University. He agreed to
read my policy brief. He acknowledged that more than five recent graduates from Clemson
University, specializing in ASL-English Interpreting for K-12, revealed that many itinerant
teachers or special education teachers in public schools insisted their interpreters use Pidgeon
Sign Language (PSE) and or Simultaneous Communication (SimCom). He is very interested in
becoming involved with language planning action, and wants to participate and contribute to this
implementation action. I acknowledge that this policy brief has helped me to expand my
perspective and that there is a need for a language policy at Clemson Universitys ASL-English
policy mission so the graduate interpreters can instill learned mission statement into practice at
their new workplace
I was able to meet a Deaf teacher who retired from SCSDB three years ago and he found
my policy brief well-informed and well-presented. He encouraged me to present it before the SC
Association of the Deaf at their Annual General Meeting in January, 2016. I believe the SC
Registry of Interpreters President, SCAD, and the advocates will become actively involved and
that my voice for this advocacy action will continue to spread throughout the state.
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There was one counterargument I encountered that involved a Deaf social worker at
SCSDB after the meeting with the superintendent. She was adamantly opposed with the policy
brief because she pointed that several students we knew graduated from SCSDB are not
successful citizens and felt that school failed even though she claimed these students signed in
ASL fluently because they were in and received Early Intervention. This helped me to broaden
my perspective, thinking not only ASL is important, but social, emotional and well-being were
among the factors that affect many deaf students who graduated from SCSDB.
Following up on my notes after meeting with the president and talking with several
members from the community, I believe there is a need for a better understanding of language,
language development as a problem, language as a right, and language as a vital tool. Leaving
SCSDB in 2013, after serving 16 years as a Deaf educator, I have come to realize that I have a
history at SCSDB; I know the people and how the system operates this as well as my experience
at the University level, away from the K-12 model, and as a doctoral student at Gallaudet
University have given me a new perspective and a clear direction for bringing SCSDB
administration to understand the urgency of implementing this important action. There is a need
to prepare a realistic but specific time line and the need to identify strong advocates, representing
relevant association, to form the advocacy committee. Once the committee is positioned, I must
lead this group to finalize our strategic plan for the implementation of an effective language
policy. Full implementation of language planning is a continuous process.
The policy implementation plans to be implemented by an advocacy committee made up
recognize representatives from SCRID, SCAD, First Steps, Deaf teachers, ASL scholars from
Clemson University, and other advocates who demonstrate policy support. Committee members
will be selected for their advocacy strengths, interests, and their inherent need to enhance
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knowledge of the importance of ASL-English bilingual and biliteracy. My preliminary estimate
is that it would take at least one year to draw a draft of the language policy after conducting
workshops on language orientation, language planning, bilingual theories, and deaf childs right
to access to language. Stakeholders must be well represented, committed to attend regularly
scheduled meetings. We must identify roles and responsibilities for coordinating training, and
recruiting consultants such as a representative from National Association of the Deaf, and Deaf
Mentor Programs in other states.
Once we establish the language planning and policy, we need a method to monitor the
implementation procedures to ensure the school, SCSDB as the starting point, that the program
meets the ASL-English bilingual definition and approach in classroom which can be observed
and evaluated by the members of an independent highly qualified oversight committee.
Finally, I was able to learn from conversations with the superintendent, board
representative, professional interpreter, a retired teacher and the social worker who shared their
experiences and thoughts leading community engagement efforts, providing me with the
foundation to commence implementation. As result of this week meetings, the engaging in the
community confirmed three things: 1) there is a need for a strong leadership in forming a
committee, 2) the members of the committee should find ways to collaborate by establishing a
time line and drawing a budget, and 3) SCSDB and the community should build a systemic
framework for community engagement to ensure the action for implementation does not fell fall
apart. In closing, I would like to borrow Robert Frosts final three lines from his poem, Stopping
by Woods on a Snowy Evening (2009): But I have promises to keep, And miles to go before I
sleep, And miles to go before I sleep.

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References
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Freire, P. (1970, 2000). Pedagogy of the oppressed. New York, NY: Continuum.
Frost, R. (2009). Stopping by woods on a snowy evening. American Poetry and Prose, 192-193.

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Appendix A

Email correspondence from SCSDBs superintendent, Dr. McCraw

December 14, 2015
Dear Dr. McCraw,
This week, I am finally wrapping up with my doctoral studies at Gallaudet University. There is
one outstanding project I must complete to satisfy two of my Early Childhood Education
learning outcomes:
I must demonstrate knowledge of public policy and laws that apply to the 0-5 years of age
population by advocating for the child and family, and
I must demonstrate leadership or partnership by functioning as an agent of to influence and
improve the education of deaf and hard of hearing children through advocacy, community action,
and collaboration in educational settings.
I have prepared a brief entitled, Educators, Family and Community Involvement in Preschool
for Deaf and Hard of Hearing: Promoting ASL-English Bilingual and Biliteracy. I have the
proposed policy study based on my experience and knowledge of SCSDB.
I would like to schedule a time to meet with you this week to review and discuss the prepared
brief (it will also satisfy a course completion requirement). I will take no more than 30 minutes
of your valuable time. I believe this opportunity would be mutually beneficial both for me and
the school. Please let me know a suitable time and date for this meeting. I am available at your
convenience.
Thank you in advance, I look forward to meeting with you.

Sincerely,
Kim Misener Dunn

Below is Dr. McCraws response:

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Kim,
Great to hear from you. Would you have time to meet on Wednesday morning? Let me know,
and I will see if I can schedule an interpreter. Thanks! Page

Sent from my iPhone

Kim Misener Dunn <kim.misener.dunn@gallaudet.edu>

Dec 14 (3 days ago)

to Page
Hello, Dr. McCraw,
Yes, Wednesday morning works for me.
Thank you,
Kim
McCraw, Page
Dec 14 (3 days ago)
Kim
I will see if I can secure interpreter and will be back in touch.
Page
Sent from my iPhone

Appendix B
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A letter from Mrs. Sarah Love:

Thanks for including me in your quest to improve education in SC. I hope this will
help you and I apologize for not having as much time to prepare these words as I
would have liked during this crazy time of year.
Thank you for sharing your policy brief with me. The issue raised, language, is
relevant for all preschool age children as it is the cornerstone upon which learning is
built. Providing high quality, well planned language opportunities prior to entering
school promotes success. It is crucial that the delivery of language instruction be
purposeful, especially in population where language acquisition is a challenge.
Students entering kindergarten without age appropriate language skills struggle to
overcome early deficits for many years. As time passes we often see gaps widen as
the rigor of academic tasks increases. Without both expressive and receptive
language skills, children have difficulties applying basic skills, making connections,
and understanding abstract concepts across all subject areas.
I cannot agree more that school, family and community partnerships are vital to the
growth and development of children. Prior to attending organized school programs,
children rely on parents and community members for language rich experiences.
Unfortunately, many parents and community partners are ill equipped to introduce
children to ASL. When working to build language skills in deaf children, parent
education is key. Parents and family members must become fully invested in the
process and the school must engage them early. Without the language skills there is
no vehicle with which to deliver information, express ideas or develop relationships.
Families will need a network of well-trained interventionists, mentors and volunteers
to work in conjunction with the school to develop an ASL/English rich environment
for deaf children.
It is my hope that the recommendations outlined in the brief are embraced in
programs for the hearing impaired across our state. Our children deserve access to
a strong preschool experience that is research based and student centered.
Qualified personnel will be key to the success of the program and its students. We
cannot expect general education teachers without fluency in ASL or training in the
principles of deaf education to lead this charge alone. While the goal is academic
success in the general education classroom, support from special education
teachers is necessary to bridge the gaps. Input from these highly qualified
educators along with members of the deaf community is required to develop and
implement a truly effective language curriculum. I encourage SCSDB to put a new
plan in place and fuel its success with professional development for all teachers,
parent educators and support staff.
Sarah Love
Spartanburg County First Steps Board Member
Coordinator of Elementary Special Services

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