Deaf education in New South Wales has made tremendous progress
since the end of World War II, yet issues remain for students from
their early years of education through secondary high school. Naomi
Malone traces the roots of these issues and argues that they
persist due to the historical fragmentation within deaf education
regarding oralism (teaching via spoken language) and manualism
(teaching via sign language). She considers the early prevalence of
oralism in schools for deaf students, the integration of deaf
students into mainstream classrooms, the recognition of Australian
Sign Language as a language, and the growing awareness of the
diversity of deaf students. Malone's historical assessments are
augmented by interviews with former students and contextualized
with explanations of concurrent political and social events. She
posits that deaf people must be consulted about their educational
experiences and that they must form a united social movement to
better advocate for improved deaf education, regardless of
communication approach.
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