Long ago, Aristotle claimed that people who are “born deaf all become senseless and incapable of reason” (Gannon). Because of this way of thinking, the educational opportunities for the deaf were almost nonexistent. However, in spite of this way of thinking, deaf education did evolve and eventually made its way to America. The first residential school for the Deaf was established by in the United States in Hartford, Connecticut in 1817. By the late 1800s there were over twenty specialty schools; some were state run, and others were privately owned and operated. It wasn’t until after World War II when Deaf children began mainstreaming into the public school system (Ramsey).
There have been two very important pieces of legislation that have been passed which have had a very large impact on the Deaf community and the educational opportunities for Deaf children. These are PL 94-142/IDEA and the No ...
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...their child through sign (Condrey).
One disadvantage to homeschooling a Deaf child is the lack of social interaction with other Deaf children and role models (Condrey).
Another option for educating deaf students is by mainstreaming them into a hearing school and placing the student in one of several situations; 1) regular classrooms with hearing students; 2) classrooms with support services (ie inclusion); 3) providing a resource room wherein the student goes for a set time each day for individualized interactions; or 4) self-contained classrooms which are usually made up of other deaf students and a teacher for the deaf. One of the main avenues for “inclusion” is via interpreters in the classroom or “inclusion through interpreting” (Winston). Inclusion in mainstreaming involves placing. Many educators believe that through inclusion the deaf student is being taught
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