Furthermore, Kelly (2008) noted the importance of epistemology and methodology in determining a Deaf standpoint. She stressed that Deaf Studies has to answer questions regarding epistemology and methodology before proceeding to determining a Deaf standpoint. Moreover, Kelly (2008) argued that Deaf women are marginalized because they are rarely found in history books, an absence that disables them from learning more about their gender and Deaf identities. As a teacher of Deaf Women’s Studies, she noticed the glaring absence of books on and by Deaf women. She stressed that few books are by, for, and done with Deaf women. Kelly (2008) concluded that Deaf women scholars should encourage Deaf women to share their writings and other works with them and the public in order to encourage interest in and research on Deaf women.
Holcomb (2013) explored how the Deaf community embraces diversity using two perspectives in “Chapter 13: Diversity in the Deaf Community.” One perspective asserts that the Deaf community embraces differences, while the second believes that due to limited access to multicultural resources, the Deaf community is as conservative as mainstream non-Deaf society and that Deaf people also show discrimination against minority groups within it. He stressed that the Deaf community exhibits both these types of communities. In addition, Holcomb (2013) described that the Deaf community is actually composed of Deaf communities because it represents diverse Deaf groups, such as the hard-of-hearing Deaf, Deaf people from the mainstream, the elite Deaf, the grassroots Deaf, and the regional Deaf. He further explored how diversity in the Deaf community results to division within it. Furthermore, Holcomb (2013) identified Deaf individuals of color with notable accomplishments in different fields. He also stressed the challenges of Deaf people in accessing programs that have holistic components to development and the issues involved in dealing