Deaf School vs. Mainstreaming: in Deaf Education

4 Methods of Provision

Exclusion

Historically, most deaf

students have been excluded

from school, and such exclusion

may still occur in some places

as long as there is no legal

mandate for special education

services, such as in developing

countries.

Segregation

Segregation in a self-contained classroom or special school: In this model, students with special needs spend

no time in ordinary classes or with non-disabled students. Segregated students may attend the same school where regular classes are provided, but spend their time exclusively in a separate classroom for students with special needs. They may be provided opportunities for social integration, e.g., eating meals with non-disabled students. Alternatively, these students may attend a

special school.

Inclusion

In this approach, students with deaf educational needs spend all, or at least more than half, of the school day with students who do not have deaf educational needs, because inclusion requires substantial modification of the general curriculum. Most schools use it only for selected students with mild to moderate deaf needs and specialized services may be provided inside or outside the regular classroom, depending on the type of services.

Mainstreaming

Mainstreaming refers to the practice of educating deaf students in classes with non-deaf students during specific time periods based on their skills. Deaf students are segregated in separate classes exclusively for the rest of the school day.

What do you think now?

FACT:

"The Individuals with Disabilities Education Act requires that states provide a “continuum of alternative placements,” which includes “instruction in regular classes, special classes, special schools, home instruction, and hospitals and institutions.” (34 C.F.R. § 300.115) (Emphasis added.) Schools for the deaf are not optional, but are a mandated placement under law."

Reference

"Placing deaf children in their respective

neighborhood schools with the provision of

communication access services can be extremely

costly and, in some locations, simply not feasible due

to limited human resources. Placing every deaf child in their respective neighborhood school is not practical, economical, or educationally beneficial."

------The National Association of the Deaf

(NAD)

http://en.wikipedia.org/wiki/Deaf_education

http://www. youtube.com/watch?v=n01jNRus7A8

http://www.nad.org/issues/education/k-12/position-statement-schools-deaf

Activity: Which One do you think

is the best?

Thank you for watching !

Any Question?

In the end it really comes

down to a child's personality,

academic abilities, and his or her

parents' definition of what is a good

education for their children.

But ...

Deaf School vs. Mainstreaming:

in Deaf Education

By Marissa & Jingjing