This study explores Deaf individuals' and sign language interpreters' perspectives on what it is like to work together in K-12 education. A group of 41 formerly mainstreamed Deaf individuals and interpreters offers insights into interactional dynamics (e.g., the deaf student-interpreter relationship) that influence interpreters' work, deaf…

Educational sign language interpreting services (SLIS) are vital for ensuring equal access to classroom information for mainstreamed deaf students. This study conducted interviews with 12 stakeholders, including deaf students and their parents, sign language interpreters, and resource room teachers, to comprehensively explore the status of…

The educational inclusion of deaf students in England is usually interpreted as placement in mainstream settings alongside hearing students, creating unintended pressure for assimilation to the communicative needs of hearing people. In this context, it is deaf students and their communication support staff who are left to deal with communicative…

Young disabled people continue to be under-represented throughout further and higher education settings. Drawing on Pierre Bourdieu's social theory of habitus, capital and field, this paper explores the practices of domination and oppression that have made it difficult for young people with visual impairments and hearing impairments to participate…

The purpose of this study is to show the changing trends within the population of children who are deaf and hard of hearing in Belgium over the last 12 years. The combination of Universal Newborn Hearing Screening programs, early intervention, and cochlear implants have tremendously influenced the education and support of children who are deaf or…

The 1000 primary school students in this study included a minority population of nine deaf children. The underlying foundation of this mainstream environment allowed for accommodations, but only to the extent that the non-deaf majority was not overtly impacted. Explicit messages of equality and implicit notions of normal were often in conflict.…

This study examined visual information processing and learning in classrooms including both deaf and hearing students. Of particular interest were the effects on deaf students' learning of live (three-dimensional) versus video-recorded (two-dimensional) sign language interpreting and the visual attention strategies of more and less experienced…

After several years of involvement with deaf and hearing-impaired students, numerous supportive projects have been developed for business students enrolled in typing, copy processing (duplicating), and machine calculation courses. (TA)

The book describes an integrated model of postsecondary education for deaf students developed at California State University, Northridge. The model uses the facilities and services of a regular university, offering special support services only where absolutely needed to insure the success of deaf students. Lectures are translated into sign…

Recent changes in certification laws for special education teachers require some training in "normal" classrooms, a challenging situation for hearing impaired preservice teachers. Gallaudet College (Washington, DC) has been known for its teacher education program for teachers of the hearing-impaired. A new undergraduate program has been…

Four hearing-impaired students were mainstreamed into an English class of normally hearing students. Classroom communication progressed from sign interpreting, to sign interpreting along with a real-time graphic display (RTGD) of words spoken by teacher or students, to RTGD alone. Student reactions to the mainstreaming experience and to the…

Experiences of Finnish adults with hearing impairments (n=186) and their views of Finnish society were studied, and methods of collecting data were compared. Study questions focused on knowledge about and satisfaction with Finnish society, participation in activities, and values and attitudes. Respondents who were deaf (n=77) and those who were…

This manual is designed to familiarize adult basic education (ABE) teachers with the special needs of deaf individuals and strategies for integrating deaf students into ABE classes. The manual is prefaced with a brief discussion of the Comprehensive Program for the Deaf of the Columbus Speech and Hearing Center in Columbus, Ohio. The following…

The proceedings include, after the keynote address by E.M. Childers and the conference agenda, the following papers: "An Additional Handicap: Visual Perceptual Learning Disabilities of Deaf Children" (Vivienne Ratner); "Minimum Competency Testing" (Carl Williams); "Transitional Planning for Hearing Impaired Students in the Mainstream" (Helen…