Deaf and Hearing Impaired Pupils in Mainstream Schools, Watson

Название: The Education of Dual Sensory Impaired Children
ISBN: 1138586773 ISBN-13(EAN): 9781138586772
Издательство: Taylor&Francis
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Цена: 112290.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book, originally published in 1995, is about ability, not disability. This book aims to show some of the ways in which individual children can demonstrate and develop their individual abilities.

Автор: Mathews Elizabeth S.
Название: Language, Power, and Resistance: Mainstreaming Deaf Education
ISBN: 1944838600 ISBN-13(EAN): 9781944838607
Издательство: Неизвестно
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Цена: 45600.00 T
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Описание: 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.