Moving beyond placement
A comparison of special and mainstream school inclusiveness for deaf and hard-of-hearing students
Bibliographic Data
| ID | 23310416 |
|---|---|
| Authors | Hatice Yıldırım (0000-0002-6398-3951, Aksaray University), Hatice Yildirim (0000-0003-2895-5207, Aksaray University, corresponding author), Ahmet Kuscuoglu (0000-0003-4489-3181, Hacettepe University) |
| Year | 2026 |
| Publication date | 2026-07-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Journal identifiers | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/jdsade/enag041 |
| PMID | 42476514 |
| OpenAlex | W7169804918 |
| Language | EN |
| References cited | 63 |
Debates in the education of deaf and hard-of-hearing (DHH) students have shifted from questions of placement in mainstream or special schools toward achieving meaningful inclusion that supports holistic development. However, inclusion is often viewed as a unified concept, with limited attention to how its emotional, social, and academic dimensions interact with contextual factors such as student factors, family factors, and school setting. Guided by Bronfenbrenner’s bioecological theory, this study examined the relationships between these factors and perceptions of inclusion in both mainstream and special settings. Data were collected from parents of 313 DHH students in Türkiye using a demographic form and the Inclusion Perception Questionnaire. Analyses indicated that, in mainstream schools, perceived inclusion was associated with student factors, such as age and degree of hearing loss, and family factors, including income, parental education, and household size. In special schools, family factors were not significantly associated with perceived inclusion, whereas student factors, particularly degree of hearing loss and additional needs, showed stronger associations. Results highlight the ecological dynamics shaping inclusion across educational contexts.
General education · Inclusion (mineral) · Mainstream · Mainstreaming · Perception · Special education · Special needs · Hearing Impairment and Communication · Hearing Loss and Rehabilitation · Inclusion and Disability in Education and Sport
Equity and Quality in Education
“Sometimes I just smile, even though I didn’t understand”
Using a combined bio-ecological and capability perspective to understand inclusive education in South Africa
Disability, poverty, and other risk factors associated with involvement in bullying behaviors
From Concepts to Practice in Deaf Education
Self-Reported Well-Being and Health Among Deaf and Hard-of-Hearing Adolescents in Mainstream Schools
Parental Resources, Parental Stress, and Socioemotional Development of Deaf and Hard of Hearing Children
School Placement and Perceived Quality of Life in Youth Who Are Deaf or Hard of Hearing
Level of Educational Attainment Among Deaf Adults Who Attended Bilingual–Bicultural Programs
Social Participation of Children and Adolescents With Cochlear Implants
Everyday Stressors in Deaf and Hard of Hearing Adolescents
Peer Relationship Experiences Of Deaf And Hard-Of-Hearing Adolescents
Who Is Where? Characteristics of Deaf and Hard-of-Hearing Students in Regular and Special Schools
Correlates of Psychosocial Adjustment in Deaf Adolescents With and Without Cochlear Implants
They Only See It When the Sun Shines in My Ears
Using wearable sensors to explore schoolyard interactions of mainstreamed deaf and hard‐of‐hearing preadolescents
Primary teachers’ perceived knowledge of hearing impairment and curriculum adaptations
Tracing deaf youth geographies and mobilities in Turkey
Isolation and aspiration
| Highly cited | No |
|---|