Deaf Children in Public Schools

Contents

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pp. vii-

Editorial Advisory Board

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pp. ix-

Editor's Introduction

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pp. xi-

This third volume in the Sociolinguistics in Deaf Communities series represents a departure from the previous format of a collection of papers. What is contained here is the work of one person, but it is a work that brings together the different concerns of sociolinguistics - from the structure and use of language, ...

Preface

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pp. xiii-xvi

I was a nervous elementary schoolgirl the first time around, and I often boarded that big yellow school bus with a knot in my stomach. I was never sure what I would suffer that day at the hands of my teachers, who were probably completely professional, well meaning, and competent, but who often seemed like omnipotent ...

CHAPTER ONE: Deaf Children and Appropriate Contexts for Education

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pp. 1-12

While sitting in my first sign language class in the basement of a speech and hearing clinic many years ago, I never dreamed I would eventually spend much of my adult time in elementary classrooms with deaf children. Yet classrooms for deaf students have become my workplace as a researcher. In the mid-1980s I found ...

CHAPTER TWO: Aspen School: The Players, the Plan, the Analysis

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pp. 13-25

Aspen Elementary School is a regular public elementary school (K-5) in the United States. It is located in an unincorporated urban area, that is, an area with a relatively dense population that is not within the limits of any city. This community of approximately fifty thousand has a low tax base and no industry and is bounded ...

CHAPTER THREE: Placements and Contexts: What Is a Public School Deaf and Hard of Hearing Program?

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pp. 26-37

Over time, I noticed an intriguing contrast in the ways the deaf children were perceived by school personnel. The special education administrators, the principal, and most of the general education staff viewed the deaf students very differently from the way they were regarded by the teachers and staff of the deaf and hard ...

CHAPTER FOUR: Mainstreaming at Aspen School

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pp. 38-63

At Aspen School, LRE and the goal of providing equal educational opportunity created a great deal of tension among the staff. The general education staff and the deaf and hard of hearing program staff differed in their definitions of restrictive and equal. Much fuss was made over logistical arrangements of the settings ...

CHAPTER FIVE: Peer Interaction and Communication in the Least Restrictive Environment

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pp. 64-74

The adults' ideals about mainstreaming and their dilemmas realizing them were always present at Aspen School although they were not always in the forefront. Everyone had a point of view, but teachers did not generally discuss mainstreaming. Not wishing to be more closely involved, most assumed that the deaf and hard of ...

CHAPTER SIX: The Self-Contained Classroom at Aspen School

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pp. 75-108

The contrast between Robbie, Paul, and Tom's mainstreaming classroom and the self-contained classroom for deaf and hard of hearing children was striking. The most obvious dissimilarities were the physical arrangement and the people in the room. Mrs. Rogers arranged the mainstreaming room so that children sat ...

CHAPTER SEVEN: Placements, Contexts, and Consequences

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pp. 109-116

The Aspen School deaf and hard of hearing program manifests the true nature of public school programs for deaf children. The contrast between the mainstreaming placement and the self-contained class context teaches an important lesson. We cannot deeply understand the measured academic problems of deaf students without ...

References

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pp. 117-120

Index

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pp. 121-125