London Metropolitan University Research Institutes
 

The role of institutions for deaf children and adolescents in the context of inclusive education

Author(s) Strle, M.  
Publisher London: CiCe  
Year 2011  
Editor P. Cunningham & N. Fretwell, Europe's Future: Citizenship in a Changing World  
Age group -  
Keywords/Abstract
New legislation in the field of education regarding children with special needs was adopted in 2000 and the number of deaf children included in mainstream educational programs significantly increased. This notion suggests that there’s an important need for a careful preparation of all participants involved in the process of the integration of a deaf person. The initial preparations and the education about special needs of deaf persons must be followed by a qualitative cooperation between professionals from specialised and mainstream institutions, kindergartens and schools in which the deaf child will be included. Often a question emerges as to whether the process of integration for a deaf person is the most suitable decision or not. The answer to that question is not simple because the population of children with a hearing loss differs regarding the quantitative level of the hearing loss and on the cognitive and other psychological characteristics. The most important difference is on the level of functioning between the persons with a hearing loss which is much bigger than the remaining percentages of the hearing. The purpose of this article is not in finding answers to questions about the diversities, benefits or disadvantages of integration or inclusion but presenting actual practices and experiences of specialised institutions for deafness. Keywords: special institutions, deafness, speech and language disorders, inclusion
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   Page last updated 09 March 2011