Being There is Not Enough: Inclusion is Both Deaf and Hearing

Komesaroff, Linda; McLean, Margaret

doi:10.1179/146431506790560210

Cited by 24 publications

(15 citation statements)

References 8 publications

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“…As argued elsewhere (e.g. Komesaroff & McLean, 2006;Ladd, 2003;Lane, 1992;Siegel, 2008), the linguistic conditions described for deaf school children in both Finland and New Zealand raise the risk of academic failure and social marginalization later in life.…”

Section: Compulsory Education In Finlandmentioning

confidence: 94%

“…The rhetoric surrounding the introduction of the NZSL Bill suggested that this would, in part, reduce the social exclusion of NZSL users and improve, among other things, their educational and employment prospects by making provision for the use of NZSL and interpreters (Dyson, 2004, p. 13774). Evidence that D/deaf 1 people have been unable to access the school curriculum via NZSL and are often unemployed or underemployed was cited in support of the legislation (Komesaroff & McLean, 2006;McKee, 1999McKee, , 2008Workbridge, 2000). Lobbying by sign language user communities for language rights reiterates their wish to increase their human capital and to utilize sign language to its full potential in education, paid employment and civic life.…”

Section: Introductionmentioning

confidence: 94%

See 1 more Smart Citation

Motives and outcomes of New Zealand sign language legislation: a comparative study between New Zealand and Finland

Reffell

McKee

2009

Current Issues in Language Planning

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Section: Compulsory Education In Finlandmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 94%

Motives and outcomes of New Zealand sign language legislation: a comparative study between New Zealand and Finland

Reffell

McKee

2009

Current Issues in Language Planning

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“…The programme includes exposure to features of inclusion that incorporate historical links to the civil and human rights movement (Florian 1998;Westwood 1997), legislative and regulatory evolution in Australia (Slee 2005), implications for teacher education (Ainscow 1997;Forlin 2001), a critical analysis of its current educational implications (Allan 2003;Brown and Thomson 2005;Florian 1998) and the perceived effects on the education of deaf and hard-of-hearing children (Komesaroff and McLean 2006;Rose 2002). …”

Section: An Inclusive Teaching Philosophymentioning

confidence: 99%

“…Those enrolled in the programme are expected to understand that for some deaf and hard-of-hearing children instruction through a native sign language (Auslan) is essential to their learning. Despite Auslan being recognised as an official language in 1987 trainees learn that using Auslan in the education of deaf children is controversial and has been openly contested and resisted by some schools and education authorities (Komesaroff and McLean 2006).…”

Section: An Acknowledgement Of Cultural Values and Preferred Practicementioning

confidence: 99%

A new approach to training teachers to meet the diverse learning needs of deaf and hard‐of‐hearing children within inclusive Australian schools

Furlonger

Sharma

Moore

et al. 2010

International Journal of Inclusive Education

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A restructured postgraduate teacher education programme is described specifically with regard to its commitment to prepare educators to work effectively with deaf and hard-of-hearing children in inclusive settings. The focus of the paper is on the design and development process rather than on the evaluation of the outcomes. Background information is provided about the design and development of the programme, including the components that support a strong relationship between special and general educators. The paper details the philosophical and pedagogical underpinnings of the programme, planned outcome measures for the graduate teachers, and highlights the challenges in programme design and development. IntroductionThe purpose of this paper is to describe the rationale and process we used to develop an innovative postgraduate programme for training teachers of the deaf and hard of hearing in New South Wales (NSW). NSW is Australia's most populated state and contains 35,000 students identified as having a disability and requiring some form of support while at school. The design of the training course reflects a collaborative partnership between university academics with specialties in special education and state special educational administrators.We begin by providing some background information about one of the significant controversies we faced as programme developers. We follow this with details of the chief sources that influenced our thinking prior to designing the course, how the task was conceptualised, and the course structure itself, including a brief discussion on what we propose as reasonable methods by which to evaluate the impact of the course on our graduates. We conclude with a discussion of the challenges we predict we will face in the implementation of the course and the impact we expect this programme will have on the preparation of our trainees. This paper has a focus on the challenges involved in the design and development of the course. We plan to leave the evaluation of course outcomes to future papers. 290 B.E. Furlonger et al. BackgroundEarly in the programme design effort, academic faculty and state educational administrators agreed that much more could be done to better prepare teachers to effectively support the increasing number of deaf or hard-of-hearing students being educated within inclusive settings. Currently, when pre-service students undertake a four year undergraduate teaching degree in NSW there is a mandated requirement for them to complete at least one unit in special education in which the broad parameters of special education are covered. While students can undertake a major in special education at the undergraduate level most do not, so a need for postgraduate training in special education was recognised by NSW educational authorities. The need to increase the number of teachers skilled to work with regular class teachers who had deaf or hard-of-hearing children in their class was initiated by of NSW Department of Education and Training's (DET) concern that, previously, ...

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“…The dominate deficit model in deaf education perpetuates the fallacy that hearing people are superior to deaf people, and associates deafness with "ill-health, incapacity, and dependence" [107] (p. 88). This perspective leads to the generalized assumption that deaf people's under-achievement in education is a result of deficits within the children themselves, rather than a result of the 'disabling pedagogy' to which they are routinely subjected [198] (p. 91). We acknowledge that the ableist perspective is very often a subconscious mindset.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Howerton-Fox

Falk²

2019

Education Sciences

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The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a ‘bridge’ between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented.

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Being There is Not Enough: Inclusion is Both Deaf and Hearing

Cited by 24 publications

References 8 publications

Motives and outcomes of New Zealand sign language legislation: a comparative study between New Zealand and Finland

Motives and outcomes of New Zealand sign language legislation: a comparative study between New Zealand and Finland

A new approach to training teachers to meet the diverse learning needs of deaf and hard‐of‐hearing children within inclusive Australian schools

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

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