Is ‘Typically Developing’ Really Typical? Reimagining Deaf Literacies Through Crip Linguistics

ABSTRACT Crip linguistics is a philosophical framework for considering how various people with different access and experiences (e.g., deaf individuals, people with diagnosed language disabilities, DeafBlind people) use language. This framework is asset‐based and assumes that language differences are not language disorders. In this Viewpoints article, we explore the literacy development of those with language differences from a Crip linguistics perspective. We argue that various ways of being literate have inherent value, and should not inherently be considered as disabilities or disorders in need of remediation. We provide recommendations for teachers working with students with language differences, including exposing children to language varieties, providing opportunities for meaningful engagement with print, broadening text exposure, and rethinking assessment practices.