Considerations in educating deaf and hard-of-hearing students in inclusive settings
M Stinson and S Antia
Department of Research, National Technical for the Deaf, Rochester Institute of Technology of Technology, 52 Lomb Memorial Drive, Rochester, NY 14623-5604, USA; University of Arizona, USA; Corresponding author; e-mail:
MSSERD@RIT.EDU.
This article provides an overview of key issues pertinent to an inclusive approach to the education of deaf students in order to establish a context for interpreting and integrating the articles in this issue. It discusses definitions of inclusion, integration, and mainstreaming from placement-related, philosophical, and pragmatic perspectives. The article provides demographic information pertinent to an inclusive approach. It also compares perspectives on inclusion in the general field of special education with those in the education of deaf and hard-of-hearing students. It considers the challenges of using an inclusive approach to achieve academic and social integration of students, as based on research on the learning and adjustment of deaf and hard-of-hearing students in regular classes. The article concludes with an overview of the topics addressed in the issue.
