Deaf Education in America
Voices of Children from Inclusion Settings
Publication Year: 2007
Published by: Gallaudet University Press
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As schools are increasingly moving toward integrating deaf and hard of hearing children, it is important for educators, parents, and policymakers to recognize the complexity of this issue. A deeper look at the influences of communication and relationship building, as well as their...
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Part 1: Deaf Education in America
1. The Social Side of Learning
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As the morning bell rings, public schools are filled with the sounds of voices. Students shout to their friends, and teachers greet each other. Halls burst with the latest news in the bustle of the moment. Chatting students drift through classroom doors to a place of learning. ...
2. Historical and Cultural Influences in Deaf Education
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Conceptualizing the issues surrounding the education of deaf students involves understanding the historical context of deaf education, the political platforms that have developed, and the current forces that are impacting deaf education today. The subject of deaf education is highly...
3. Accountability and Legal Influences in Deaf Education
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The path toward inclusion began with the passage of the Education for All Handicapped Children Act in 1975 (PL 94–142), now known as the Individuals with Disabilities Education Act (IDEA). In one sweeping act, Congress declared that the injustices that had plagued the...
4. Confronting the Realities of Inclusion
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Inclusion—the idea that all children should and can learn in a regular classroom—has taken firm root in many school systems, even though it is not specifically required by law (Cromwell, 1997). Opposing inclusion would seem to advocate exclusion, even though some observers maintain...
5. Educational Interpreting
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A deaf child’s language development, social acceptance, and academic achievement is deeply and profoundly affected by one person—the educational interpreter. As more students move to integrated learning environments, more interpreters are needed to provide access to those learning environments. ...
6. Distinguishing Characteristics of Deaf Students and Their Learning Environments
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Every day, 33 babies are born in the United States with some type of hearing loss. Historically, most parents did not find out that their child had a hearing loss until the child was 18 to 30 months old (Yoshinaga-Itano & Apuzzo, 1998). This practice resulted in significant delays in...
Part 2: The Research Study
7. Voices of Deaf Children
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All voices are valuable in understanding the complexities of deaf students’ experiences in integrated settings. For this reason, I interviewed deaf students, interpreters, deaf education teachers, and regular education teachers. In this and the following chapters, I have included all...
8. Interviews With Educational Interpretation
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The focal point of this study was the voices of deaf children. But in addition, the perspectives of others in the educational setting are also helpful in gaining understanding of the intertwined dynamic of social interaction and communication. ...
9. Interviews With Deaf Education Teachers
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Through the voices of deaf children, we recognize a lack of communication access and social integration. The perspectives of the interpreters and deaf education teachers provide further insight into this issue. ...
10. Interviews With Regular Education Teachers
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The regular education teachers interviewed all teach in large suburban districts in Pennsylvania. They have experience teaching at least one deaf student in their class with the support of an educational interpreter (see Table 10.1). They are located in separate school districts. ...
11. Conclusions and Recommendations
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Every day, deaf students sit in regular education classrooms attempting to access their education. However, they can only gain access to learning and social experiences through an interpreter. This study reaches into the real-life experiences of deaf children and asks, is...
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Page Count: 232
Illustrations: 1 table, 1 figure
Publication Year: 2007