Inclusion for the Deaf

Paper Summary:

This study examines the inclusion programs adopted by LRE mandates for students who are deaf to be integrated within the traditional classroom. The researcher adopts a qualitative approach to the research using narrative analysis to provide observations regarding deaf students' achievement in direct communication vs. interpreted learning environments. The study results suggest that deaf students perform better in direct communication environments. Information gathered from the literature review, however, suggests that LRE limits deaf students' opportunities for direct communication learning. The paper concludes that as a result, the researcher assumes that in many instances LRE may prove more damaging than beneficial to the deaf community.

Outline:
Abstract
Problem Statement
Research Methodology
Conclusions

From the Paper:

"In recent years there has been significant support among government agents for total inclusion programs within educational institutions throughout the nation. Along with this push has been much controversy and indecision regarding the efficacy of such programs, particularly among parents, educators and administrators working with special needs populations. The purpose of this research study is an analysis of the Least Restrictive Environment (LRE) Mandate for the deaf, which suggests that children with disabilities be provided regular classroom interaction to the greatest extent possible. Inclusion programs adopted by LRE mandates may include use of various services including interpreters, teacher aids and consultants for students who are deaf within the traditional classroom."

Sample of Sources Used:

• Bochner, A.P. (1997). "It's about time: Narrative and the divided self." Qualitative Inquiry, 3(4): 418.
• Connolly, M.J. & Miller, K.J. (2003). "Educators of the deaf and hard of hearing involved in due process hearings: Lessons learned." Communications Disorder Quarterly, 24(4): 205.
• Crockett, J.B. & Kauffman, J.M. (1999). "The least restrictive environment: Its origins and interpretations in special education." Mahwah: Lawrence Erlbaum Associates.
• Garson, D. (2004). "Narrative Analysis." North Carolina State University. 6, March, 2006: http://www2.chass.ncsu.edu/garson/pa765/narrativ.htm
• Kurz, K. (2004). "A comparison of deaf children's comprehension in direct communication and interpreted education." Dissertation Publication. University of Kansas, Lawrence, KS.

More papers on Inclusion for the Deaf:

• Cause and Effect Essay # 7568 : "Deaf Children in the Classroom"
• Essay # 43900 : "Inclusion vs. Exclusion"
• Research Paper # 46300 : "Education of Deaf and Hearing Impaired Students"

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