Yeah that's "self-contained classroom for deaf" in mainstreaming setting yeah.. but I am not in favor of this.. but mainstreaming approaches is what I would favor. There are several level of mainstreaming types. from self-Contained classrooms to full inclusions.ismi said:Boult, loml: what about the "school within a school" model (my term - I don't know if there's a canonical term for this) - where you have classes in ASL and an educational system aimed at deaf students (whether oral, cueing or signing) within a mainstream school? There's a district near me that does that, and I've always thought that seems like the best of both worlds. You get the deaf-oriented education, socializing with other deaf students, good models of ASL; and you also get mainstream classes for students that acheive at that level, socializing with hearing students (which benefits both deaf and hearing students), and access to the kind of resources that are only available with a larger school.
I posted this on DN years ago;
There are more than one type of "mainstream"
<50% mainstream
>=50% mainstream
100% mainstream
there are way to place deaf kids based on skills and language abilities.
That is from state school to mainstream
State School-Residential
State School-Day
Self Contained class
<50% Mainstream
>=50% Mainstream
100% Mainstream
State School-Residential = separate school; residential option
State School-Day = separate school
Self Contained class = Special class, teacher of the deaf; regular school building
<50% Mainstream = regular class much of day; special class room with teacher of the deaf; individual services.
>=50% Mainstream = regular class; support services; teacher of the deaf
100% Mainstream (Inclusion) = regular class; related services; supplementary aids and services.