Results by title

84 books match the query 'Special education' and 5 start with l

cover of La Normalizacion del Deficiente: Actitudes del Profesorado (Teachers' Attitudes toward Mainstreaming Handicapped Children in Spain)

La Normalizacion del Deficiente

Actitudes del Profesorado (Teachers' Attitudes toward Mainstreaming Handicapped Children in Spain)

Francisco Alberto Chueca y Mora

University of Michigan Press, 1988

Teacher attitudes toward the mainstreaming of students with handicaps is a topic of international concern. Although as a social and educational policy, mainstreaming has been attempted with greatly varying degrees of success in the United States and elsewhere for the past ten years, very little empirical evidence existed to give support to such a policy. The author's study, conducted in Spain prior to a nationwide effort to integrate children with handicaps into regular classrooms, indicates that the success or failure of such programs is crucially linked to teachers' willingness to accept the concept of mainstreaming. This study examines teacher attitudes and related variables about mainstreaming before its inception, and resolves some of the difficulties that have been experienced with its implementation. This is an extremely important document for educators and others involved with handicapped children.
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cover of Language, Power, and Resistance: Mainstreaming Deaf Education

Language, Power, and Resistance

Mainstreaming Deaf Education

Elizabeth S. Mathews

Gallaudet University Press, 2017

The current policy of educating d/Deaf and h/Hard of hearing (DHH) students in a mainstream setting, rather than in the segregated environments of deaf schools, has been portrayed as a positive step forward in creating greater equality for DHH students. In Language, Power, and Resistance, Elizabeth S. Mathews explores this claim through qualitative research with DHH children in the Republic of Ireland, their families, their teachers, and their experiences of the education system. While sensitive to the historical context of deaf education, Mathews focuses on the contemporary education system and the ways in which the mainstreaming agenda fits into larger discussions about the classification, treatment, and normalization of DHH children.
               The research upon which this book is based examined the implications that mainstreaming has for the tensions between the hegemonic medical model of deafness and the social model of Deafness. This volume explores how different types of power are used in the deaf education system to establish, maintain, and also resist medical views of deafness. Mathews frames this discussion as one of power relations across parents, children, and professionals working within the system. She looks at how various forms of power are used to influence decisions, to resist decisions, and to shape the structure and delivery of deaf education. The author’s findings are a significant contribution to the debates on inclusive education for DHH students and will resonate in myriad social and geographic contexts.
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cover of Learning to See Invisible Children: Inclusion of Children with Disabilities in Central Asia

Learning to See Invisible Children

Inclusion of Children with Disabilities in Central Asia

Kate Lapham

Central European University Press, 2013

The path to inclusion for children with disabilities and other special education needs is long and complex. It has been claimed that inclusion is not a destination, but a process of increasing participation and reducing exclusion from the culture, curriculum and community of mainstream schools. This volume chronicles the journey toward greater inclusion of children with disabilities in Central Asia. Setting out upon this journey is an acknowledged policy goal in Kazakhstan, Kyrgyzstan, and Tajikistan so that all children are to participate in education, but it raises many questions and quandaries. It stirs the ghosts of social norms and traditions from the past that differ from place to place, even within the former Soviet Union. Central Asia presents particular challenges because of the economic, social, political and educational upheaval and disruption that has affected the region in the past two decades. These six case studies document the progress and challenges along the way through the stories of specific children, families, schools, and organizations across the region with the goal of keeping inclusion on policy agendas and in public discourses. It is a resource for scholars of the region, education researchers, and practitioners alike.
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cover of Literacy and Deaf Education: Toward a Global Understanding

Literacy and Deaf Education

Toward a Global Understanding

Qiuying Wang

Gallaudet University Press, 2020

International perspectives about literacy and deaf students is an uncharted intellectual landscape. Much of the literacy research in deaf education is conducted in English-speaking countries—primarily the United States—but 90% of deaf children live outside the U.S. and learn various signed and spoken languages, as well as diverse writing systems. Many of these children face significant educational challenges. In order to improve the literacy outcomes of deaf students around the world, it is imperative to study how children are using their local signed and spoken languages along with Deaf culture to learn to read and write. This volume fills a void in the field by providing a global view of recent theoretical and applied research on literacy education for deaf learners.

Literacy and Deaf Education: Toward a Global Understanding is organized by region and country, with the first part discussing writing systems that use alphabetic scripts, and the second part focusing on countries that use non-alphabetic scripts. Some examples of the wide spectrum of topics covered include communication methodologies, curriculum, bilingual education, reading interventions, script diversity, and sociocultural development, including Deaf cultural developments. The contributors provide the results from literacy projects in fifteen countries and regions.

This volume aims to widen the knowledge base, familiarize others in the field with these initiatives, and improve global understandings and outcomes of literacy teaching and learning in deaf education from birth to high school.

Signed chapter summaries are available on the Gallaudet University Press YouTube channel.
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cover of Literacy and Deaf People: Cultural and Contextual Perspectives

Literacy and Deaf People

Cultural and Contextual Perspectives

Brenda Jo Brueggemann

Gallaudet University Press, 2004

This compelling collection advocates for an alternative view of deaf people’s literacy, one that emphasizes recent shifts in Deaf cultural identity rather than a student’s past educational context as determined by the dominant hearing society. Divided into two parts, the book opens with four chapters by leading scholars Tom Humphries, Claire Ramsey, Susan Burch, and volume editor Brenda Jo Brueggemann. These scholars use diverse disciplines to reveal how schools where deaf children are taught are the product of ideologies about teaching, about how deaf children learn, and about the relationship of ASL and English.

Part Two features works by Elizabeth Engen and Trygg Engen; Tane Akamatsu and Ester Cole; Lillian Buffalo Tompkins; Sherman Wilcox and BoMee Corwin; and Kathleen M. Wood. The five chapters contributed by these noteworthy researchers offer various views on multicultural and bilingual literacy instruction for deaf students. Subjects range from a study of literacy in Norway, where Norwegian Sign Language recently became the first language of instruction for deaf pupils, to the difficulties faced by deaf immigrant and refugee children who confront institutional and cultural clashes. Other topics include the experiences of deaf adults who became bilingual in ASL and English, and the interaction of the pathological versus the cultural view of deafness. The final study examines literacy among Deaf college undergraduates as a way of determining how the current social institution of literacy translates for Deaf adults and how literacy can be extended to deaf people beyond the age of 20.

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