Full Inclusion and the Deaf Student: A Deaf Consumer's Review of the Issue

Innes, Joseph J.

doi:10.1353/aad.2012.0119

Cited by 16 publications

(9 citation statements)

References 2 publications

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“…For an educational setting to be truly inclusive, students must have full and ready communicative access to all facets of the program and program personnel (Innes, 1994). Because hearing students in general education settings communicate directly with educational providers and have direct access to the printed curriculum, these standards of access must also be applied to students who are deaf or hard of hearing.…”

Section: Multiple Perspectives On Inclusivementioning

confidence: 99%

“…In fact, with respect to interpreting, the dynamics of interpreting may actually interfere with the normal flow of communication. Consequently, placing students in situations that require continuous reliance on a third party to ensure engagement in the most basic learning and socialization activities may actually interfere with social/emotional development rather than enhance it (Foster, 1988;Innes, 1994).…”

Section: Multiple Perspectives On Inclusivementioning

confidence: 99%

“…However, many professionals in the field of deaf education are concerned that elimination of the array of alternative placements and a narrow interpretation of the least restrictive environment (LRE) provision of the IDEA will result in the denial of needed services in general education settings®services that are typically available in and perhaps most easily provided by staff at alternative placement sites such as schools for deaf students (Innes, 1994). Until a body of empirical research is available that examines the concepts and practices of inclusion when applied to students who are deaf or hard of hearing, it is essential that decisions continue to be made on a case-by-case basis, that students continue to have both the educational and related services they need, and that the option to receive services in a variety of settings continues to exist.…”

Section: Multiple Perspectives On Inclusivementioning

confidence: 99%

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Multiple Perspectives on Inclusive Education: Reflections of a University Faculty

Bassett

Jackson

Ferrell

et al. 1996

Teacher Education and Special Education: The Journal of the Tea

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Special and general education faculty at one university articulate issues and concerns regarding inclusive education within the fields of hearing loss, learning disabilities, emotional/behavioral disorders, severe disabilities, and visual impairments, followed by reflections from a general educator. For each area, outcomes for students with disabilities are discussed within the context of historical contemporary educational placement patterns, followed by discussions of inclusion issues specific to each disability area. For the general education area, selected patterns of pull-out are reviewed, followed by a discussion of inclusion issues specific to general education. The article concludes with a synthesis of common themes, including the need for adequate classroom supports, the need to increase collaboration in schools, the need for changes in teacher preparation practices at the preservice level, and the need for special educators to become more purposefully involved in general education reform.

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Section: Multiple Perspectives On Inclusivementioning

confidence: 99%

Section: Multiple Perspectives On Inclusivementioning

confidence: 99%

Section: Multiple Perspectives On Inclusivementioning

confidence: 99%

See 1 more Smart Citation

Multiple Perspectives on Inclusive Education: Reflections of a University Faculty

Bassett

Jackson

Ferrell

et al. 1996

Teacher Education and Special Education: The Journal of the Tea

View full text Add to dashboard Cite

show abstract

“…Those who advocate inclusion cite better academic performance and social development for students who are D/HH (Bunch, 1994). Opponents of inclusion refer to problems associated with language and communication, socialisation, and cultural identity (Innes, 1994;Schildroth and Hotto, 1994;Stone, 1994). Nevertheless, Powers (2002) argues that the concept of inclusion must be based on a system of values instead of the predominant focus on the type of educational placement with respect to the notion of least restrictive environment.…”

Section: Introductionmentioning

confidence: 99%

Inclusion of students who are deaf or hard of hearing: secondary school hearing students' perspectives

Hung¹,

Paul²

2006

Deafness Educ. Int.

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“…5. The potential that the deaf learners' preferred language will be sign language requiring the necessity to use interpreters for educational purposes (Messenheimer-Young, & Whitesell, 1995); as well as the limitations of interpreting as a basis for equitable access to classroom communication (Innes, 1994, Lang, 2002Seal, 1998;Watson & Parsons, 1998). 6.…”

Section: The Frequent Considerable Difference Between the Language Anmentioning

confidence: 99%

In mid -stream: A qualitative case study of a young deaf woman - Becoming 'Leigh'

Getty¹

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The purpose of this longitudinal case study was to closely examine one deaf child's lived experience. The research was designed to examine linguistic development, academic experience, and personal and social conditions through the use of multiple interviews with a ‗hearing' mother and her deaf daughter. Their perspectives have been shared as well as that of the narrator/inquirer. The study begins when ‗Leigh' was identified as having a profound, bilateral hearing loss at the age of 12 months, and continues to date with her current status as a twenty year old, college sophomore. The raw texts analyzed include: interview excerpts, results of educational and audiological evaluations, educational records from grades pre-K-12, and medical reports stemming from her cochlear implant. Leigh was one of the youngest children to receive a cochlear implant, which was performed following her third birthday in April of 1991. Leigh's language acquisition was the result of exposure to sign language. Signs were her first language and preferred mode of communication throughout her years of language development. Following the implant, speech and auditory discrimination skills improved to the point that currently, she relies primarily on speech without signs to communicate. Leigh attended public school where she spent time both in a self-contained classroom for deaf and hard-ofhearing students as well as in the regular classroom with an interpreter. Leigh continues to benefit from a sign language interpreter in her college courses to access lectures and class discussions. Unique to this case is the fact that the inquirer/narrator has maintained a close relationship with Leigh and her mother for nineteen years. Findings indicate that Leigh's success is the result of multiple factors, among which are her own ambition, a supportive home environment, a sense of meaning and purpose, multiple supportive relationships, the ability to cross borders affording the opportunity to define self, and consistent exposure to mentors who provided her with an environment in which to thrive. Additional longitudinal case studies are needed in order to yield a broader snapshot from which to draw conclusions regarding educational experience, impact of intervention, and social condition among the young deaf adult population.

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Full Inclusion and the Deaf Student: A Deaf Consumer's Review of the Issue

Cited by 16 publications

References 2 publications

Multiple Perspectives on Inclusive Education: Reflections of a University Faculty

Multiple Perspectives on Inclusive Education: Reflections of a University Faculty

Inclusion of students who are deaf or hard of hearing: secondary school hearing students' perspectives

In mid -stream: A qualitative case study of a young deaf woman - Becoming 'Leigh'

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