Supporting the Deaf Child in the Mainstream School: is there a best way?

Lynas, Wendy

doi:10.1111/1467-9604.00115

Cited by 14 publications

(3 citation statements)

References 12 publications

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“…Those who support the integration of deaf individuals in mainstream schools may argue that their attendance provides them with more chances for social interaction and to acquire the necessary skills to survive in the hearing world. 78 , 79 In the study of McIlroy and Storbeck, one participant felt as though “grow[ing] up Deaf is associated with an inferior education and [having] limited opportunities in life and treatment as an inferior person”. 65 The participant further explained that this is why she seeks opportunities in hearing environments, such as a mainstream school.…”

Section: Influences On Identitymentioning

confidence: 99%

Deaf adolescents in a hearing world: a review of factors affecting psychosocial adaptation

Brice¹,

Strauss²

2016

AHMT

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Adolescence has long been viewed as a time of rapid change in many domains including physical, cognitive, and social. Adolescents must adapt based on developing skills and needs and acclimate to growing environmental pressures. Deaf adolescents are often faced with the additional challenge of managing these adaptations in a hearing world, where communication and access to information, especially about their social world, are incomplete at best and nonexistent at worst. This article discusses the research on several factors that influence a deaf adolescent’s adaptation, including quality of life, self-concept, and identity development. Gaps in our knowledge are pointed out with suggestions for future research programs that can facilitate optimal development in adolescents who are deaf.

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Section: Influences On Identitymentioning

confidence: 99%

Deaf adolescents in a hearing world: a review of factors affecting psychosocial adaptation

Brice¹,

Strauss²

2016

AHMT

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“…Studies looking at support for deaf pupils show a ra n ge of ways in wh i ch this is undert a ken. As Lynas (1999) suggests, there is no one right way, but rather different ways to provide support taking into account individual n e e d s , c o m mu n i c ation methods and school contex t s . 'Indirect' support is often given by teachers of the deaf.…”

Section: Support For Deaf Pupilsmentioning

confidence: 99%

‘It's more peaceful without any support’: what do deaf pupils think about the support they receive in mainstream schools?

Jarvis¹

2003

Support for Learning

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Our third article turns its attention to the views of young people on the support they receive in school, with deaf education supplying a particularly useful context to explore this issue. Here Joy Jarvis describes a research project carried out to establish what the pupils saw as facilitating or inhibiting their inclusion in a mainstream context. She concludes that in addition to the benefits of specialist teaching and sensitive support in class, more attention should be paid to the development of peer support.

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“…Despite the obstacles and frustrations experienced by individuals who are deaf or hard of hearing within the general education setting, positive outcomes were also experienced. Many researchers stated that although academics may be more challenging, academic achievement was higher for students with a hearing loss attending public schools compared to their peers attending special schools (Allen & Osborn, 1984;Lynas, 1999;Moores & Kluwin, 1989;Powers, 2001). A 5-year longitudinal study conducted by Antia, Jones, Reed, and Kreimeyer (2009) found that students with hearing losses ranging from mild to profound who participated in general education classes for 2 or more hours per day had higher academic achievement scores when compared to other students who were deaf or hard of hearing in selfcontained settings.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2011

TVR

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The Alexander Graham Bell Association for the Deaf and Hard of Hearing helps families, health care providers and education professionals understand childhood hearing loss and the importance of early diagnosis and intervention. Through advocacy, education, research and financial aid, AG Bell helps to ensure that every child and adult with hearing loss has the opportunity to listen, talk and thrive in mainstream society. With chapters located in the United States and a network of international affiliates, AG Bell supports its mission: Advocating Independence through Listening and Talking!

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Supporting the Deaf Child in the Mainstream School: is there a best way?

Cited by 14 publications

References 12 publications

Deaf adolescents in a hearing world: a review of factors affecting psychosocial adaptation

Deaf adolescents in a hearing world: a review of factors affecting psychosocial adaptation

‘It's more peaceful without any support’: what do deaf pupils think about the support they receive in mainstream schools?

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