Inclusion and Deaf and Hard of Hearing Students
Finding Asylum in the LRE
Bibliographic Data
| ID | 22044082 |
|---|---|
| Authors | Julia A Silvestri (Yale University, corresponding author), Maria C Hartman (0000-0002-8380-3583, Columbia University) |
| Year | 2022 |
| Volume | 12 |
| Issue | 11 |
| Pages | 773 |
| Publication date | 2022-10-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12110773 |
| OpenAlex | W4307751741 |
| Language | EN |
| Citations received | 12 |
| References cited | 68 |
The movement towards inclusive public education for deaf and hard of hearing children (DHH) has steadily gathered momentum during the last fifty years. Both within the United States and abroad, inclusive public education has been facilitated through legislative action with varied results. Varied interpretation of inclusion policy, notably the “Least Restrictive Environment” (LRE) clause of the Individuals with Disabilities Education Act in the United States, an emphasis on assimilation, and a default preference for auditory-oral communication have often resulted in isolating and inaccessible experiences for DHH students in the mainstream. The purpose of this article is to review theory and research on effective practices in inclusion for DHH students. The research is summarized with respect to accessibility, social-emotional considerations, and language policy. It is often asserted that communication access and cultural identity are major factors that impact the successful inclusion of these students with bicultural identity related to greater wellbeing. Deaf schools may be the LRE placement option for some students and source of resource and support for DHH students and educators in all settings. The authors suggest that a shift towards a more inclusive experience in mainstream settings is emerging through the use of Universal Design for Learning (UDL), classroom technology, and culturally responsive education that integrates sign language and Deaf culture to foster bicultural identities. Strategies for effective inclusion include co-enrollment, deaf awareness programming, and consistent policy that equalizes the status of sign languages. Future research is recommended in effective practices in auditory and visual accommodations, integration of technology in K-12 classrooms, and the relation of policy to practice in inclusive education for DHH students
American Sign Language · Linguistics · Mainstream · Mainstreaming · Pedagogy · Political science · Sign language · Special education · Hearing Impairment and Communication · Inclusion and Disability in Education and Sport · Psychology · Social Psychology · Subtitles and Audiovisual Media
Barriers and facilitators to educational inclusion of deaf and hard-of-hearing students in mainstream educational settings
It’s beyond enough”
Knowledge Gaps and Barriers to Inclusive Practice
Perceived hearing difficulties are associated with poorer school satisfaction and increased peer victimization
Smart classrooms, unheard perspectives
Social media use and mental health in deaf or hard-of-hearing adults—Results of an online survey
Curriculum and Instruction for Deaf and Hard of Hearing Students
“I can feel the rhythm, and it is somehow nice”
Needs and barriers in bachelor's degree programs
Breaking the Cycle of Language Deprivation
Signs, Shapes, and Spaces
Roles and responsibilities of educational interpreters
Understanding Deaf Culture
A Place of Their Own
Evidence-Based Practices in Deaf Education
The Push and Pull of Inclusive Practices in Contemporary Public Schooling
Reflections of a Group of Deaf Adults on Their Experiences in Mainstream and Residential School Programs in the United States
Self-Esteem Scores Among Deaf College Students
Attachment and Individuation of Deaf/Hard-of-Hearing and Hearing Young Adults
Academic and Social Benefits of a Co-enrollment Model of Inclusive Education for Deaf and Hard-of-Hearing Children
Self-Concept of Deaf Secondary School Students in Different Educational Settings
Empirical paper. Inclusive education and personal development
Least Restrictive Environment and the Courts
Considerations in educating deaf and hard-of-hearing students in inclusive settings
American Sign Language Interpreters in Public Schools
Engagement of Children who are Deaf or Hard-of-Hearing Attending Mainstream Schools
Academic Status of Deaf and Hard-of-Hearing Students in Public Schools
Cultural Identity of Young Deaf Adults with Cochlear Implants in Comparison to Deaf without Cochlear Implants and Hard-of-Hearing Young Adults
Look Who's Being Left Behind
Self-esteem and Satisfaction With Life of Deaf and Hard-of-Hearing People--A Resource-Oriented Approach to Identity Work
Toward a Theory of Deaf Ethnos
Development of Deaf Identity
Early Manual Communication in Relation to the Deaf Child's Intellectual, Social, and Communicative Functioning
Who Is Where? Characteristics of Deaf and Hard-of-Hearing Students in Regular and Special Schools
Children Who Are Deaf or Hard of Hearing in Inclusive Educational Settings
The Significance of Deaf Identity for Psychological Well-Being
A cross‐cultural study
Intersectional inclusion for deaf learners
TrUDL, A Path to Full Inclusion
The deaf child as a linguistic minority
| Unique citing works | 12 |
|---|---|
| Citations per year | 4 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |