As the practice of mainstreaming deaf and hard-of-hearing children
into general classrooms continues to proliferate, the performance
of these students becomes critical. This volume assesses the
progress of three second-grade deaf students to demonstrate the
importance of placement, context and language in their development.
The book points out that these deaf children were placed in two
different environments: with the general population of hearing
students, and separately with other deaf and hard-of-hearing
children. The study reveals that although both settings were
ostensibly educational, inclusion in the general population was
done to comply with the law, not to establish specific goals for
the deaf children. In contrast, self-contained classes for deaf and
hard-of-hearing children were designed especially to concentrate
upon their particular learning needs. The book also demonstrates
that the key educational element of language development cannot be
achieved in a social vacuum, which deaf children face in the real
isolation of the mainstream classroom.
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