Review of Research on Inclusive Practices for Children Who Are Deaf or Hard of Hearing

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  • 聴覚障害児へのインクルーシブな教育実践に関する研究動向
  • チョウカク ショウガイジ エ ノ インクルーシブ ナ キョウイク ジッセン ニ カンスル ケンキュウ ドウコウ

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The present paper reviews recent research and practice on inclusive education for children who are deaf or hard of hearing (DHH), focusing mainly on their academic performance, their friendships with classmates who do not have hearing disabilities, and their social development in inclusive situations. The results revealed that participation in classroom activities by children who are deaf or hard of hearing and positive experiences were critical for attaining good results from inclusion. The review also considers co-enrollment programs in which children who are deaf or hard of hearing and children without hearing disabilities study together with 2 teachers working collaboratively, one a general education teacher, the other, a teacher for children who are deaf or hard of hearing. Finally, the review examines the use of sign language in inclusive classrooms from the standpoint of modality-separate and modality-mixed models. The discussion suggests that both the language input to children who are deaf or hard of hearing and quality interactions among children are important for learning.

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