Inclusion for Children Who Are Deaf

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Inclusion for Children Who Are Deaf?

• Connie Newcomer
• Chris Robinson
• Cathy Smith

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Topics of Discussion

• The case against inclusion
• The case for inclusion
• Strategies for inclusion

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The Case Against Inclusion

• What is wrong with full inclusion for all deaf
  children and why must the continuum of
  alternative placements be maintained?

• Full access to communication among peers
• Speech and language interpreters in the classroom

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The Case Against Inclusion

• Where are deaf children best served?
• A students perspective

• Knowledge of both hearing and deaf environments
• Excerpts from students
• Deciding placement

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The Case for Inclusion

• True inclusion is based on mutual respect, trust,
  common strengths of all participants.
• Benefits of inclusion
• TRIPOD program in Burbank, California, a model
  inclusion program

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The Case for Inclusion

• The "playing fields" become more equal when both
  hearing students and students who are deaf can
  participate and function on equal footing.

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Strategies for Inclusion

• Involve parents hearing and deaf.
• Use role models who are deaf (or proficient at
  signing).
• The primary language chosen by the family must be
  supported.
• Language input must be child-centered.
• Offer a print rich environment that provides
  early and meaningful experience with text.

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Strategies for Inclusion

• Use American Sign Language and other visual
  communication.

• Make sure students can see your face when you
  speak to them.
• Male teachers should be clean-shaven.
• Maintain slow, normal rate of speech.
• Use gestures.

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Related Web Sites

• http//www.where.com/scott.net/asl/
• http//www.gohear.org/
• http//clerccenter.gallaudet.edu/
• http//www.tripod.org