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Deaf Education in America: Voices of Children from Inclusion Settings provides a detailed examination of the complex issues surrounding the integration of deaf students into the general classroom. Author Janet Cerney begins her comprehensive work by stressing to parents, educators, and policymakers the importance of learning the circumstances in which mainstreaming and inclusion can be successful for deaf students. This process requires stakeholders to identify and evaluate the perceived benefits and risks before making placement and implementation decisions. The influences of the quality of communication and the relationships built by and with the students are of paramount importance in leading to success.

In conjunction with these principles, this thorough study examines the theory and history behind inclusion, including the effects of the No Child Left Behind education act. Cerney incorporates this knowledge with interviews of the deaf students themselves as well as with their interpreters and teachers. To ensure complete candidness, the students were surveyed in their homes, and the interpreters and educators were questioned separately. Through these exchanges, Cerney could determine what worked well for the deaf students, what barriers interfered with their access to communication, and what support structures were needed to eliminate those barriers. As a result, Deaf Education in America offers concrete information on steps that can be taken to ensure success in an inclusion setting, results that reverberate through the voices of the deaf students.

This timely, persuasive, and hopeful book reexamines John Dewey's idea of schools, specifically community schools, as the best places to grow a democratic society that is based on racial, social, and economic justice. The authors assert that American colleges and universities bear a responsibility for-and would benefit substantially from-working with schools to develop democratic schools and communities.

Dewey's Dream opens with a reappraisal of Dewey's philosophy and an argument for its continued relevance today. The authors-all well-known in education circles-use illustrations from over 20 years of experience working with public schools in the University of Pennsylvania's local ecological community of West Philadelphia, to demonstrate how their ideas can be put into action. By emphasizing problem-solving as the foundation of education, their work has awakened university students to their social responsibilities. And while the project is still young, it demonstrates that Dewey's "Utopian ends" of creating optimally participatory democratic societies can lead to practical, constructive school, higher education and community change, development, and improvement.