Deaf Education in America: Voices of Children from Inclusion Settings

Glossary

xiii For the purpose of building a common understanding, the following terms are defined as follows: Auditory/Oral Programs: Programs based on the principle that most deaf and hard of hearing children can be taught to listen and speak with early intervention and consistent training to develop their hearing potential (Oberkotter Foundation, 2003). Integration: The placement of deaf children into hearing classrooms for part or all of their education. This term will encompass the terms inclusion and mainstreaming. Mainstreaming: The practice of moving children from their special education classes for part of the day and placing them in general education classes (Knight & Swanwick, 1997; Stone, 1994). The range of options may include attending only nonessential curriculum activities (lunch, recess) or attending selected classes. Schools for the Deaf: State schools that exclusively educate deaf and hard of hearing students. Though these schools historically have served as residential schools, area students often commute as day students. Most schools for the deaf currently have a policy that supports ASL or total communication (using sign and voice) in teaching deaf students. Self-Contained Classroom: A classroom for deaf and hard of hearing students within a public school. It typically serves as the place of instruction with a teacher of the deaf. It is also home base for interpreters and students moving back and forth between mainstreaming. Resource Room: Any room that a student may go to in order to receive instruction outside of the regular classroom. A resource room may be used for multiple purposes and with students of various disabilities. Glossary Glossary xiv Inclusion: The process of placing students with disabilities in the same schools, classes, or programs as their typically developing peers and providing them with necessary support services. Supporters of full inclusion believe that placing children with disabilities full time in regular classrooms with nondisabled children gives all children equal access to learning experiences (Bunch, 1994). The generic goal of inclusion seems to be to provide all children with equitable opportunities for a successful education (Knight & Swanwick, 1997; Rafferty et al., 2003). Inclusion–Team Teaching: Students with disabilities are placed in inclusive settings , while a special education teacher jointly teaches the class with the regular education teacher. Reverse Inclusion: A relatively small group of nondisabled students (20%–40%) is added to a specialized program for children with disabilities. Continuum of Placements: The most common placements follow a continuum, depending on the amount of time spent in regular education classrooms. Schools for the Deaf Self Contained Classrooms Mainstreaming Inclusion Continuum of Placements Under the generic interpretation of “least restrictive environment,” the students would be moved as far to the right as possible, placing them with hearing children to the greatest extent possible. However, many voices in the discourse of deaf education argue that the further to the right students move, the more restrictive their communicative and learning environments. They instead support the belief that a truly “least restrictive environment” would be the furthest placement to the left—schools for the deaf (Cohen, 1994c; Leigh, 1994; McCartney, 1994; Ramsey, 1994; Schildroth & Hotto, 1997; Stinson & Lang, 1994; Stone, 1994). ...