Educational Placement Options Are Inclusive Settings, Mainstreaming, And Residential Schools
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This section discusses the placement options for d/Dhh students. In the US, three placement options are inclusive settings, mainstreaming, and residential schools. Similarly, in Turkey, d/Dhh students are placed in either inclusive settings or residential schools. Even though inclusion and mainstreaming have a distinct meaning, these two terms are used interchangeable in Turkey. This section explains educational placement options of the US then Turkey for d/Dhh students.
United States of America
History of Special Education
The early history of foundations for mainstreaming began in the 1960s because educators and parents became frustrated lack of academic and social opportunities for students with disabilities. Almost all of students with disabilities were educated self-contained special education classes. Dunn (1968) wrote an article that played an important role of beginning the mainstreaming movement, and the purpose of that paper was to make education more accessible for exceptional children.
Additionally, because of the American Revolution in Education, general education classrooms became to deal with individual differences, and special education began getting fitted into general education programs. During the 1970s and 1980s mainstreaming rate increased dramatically, and mainstreaming became a norm and built a support for inclusion. Inclusive education structured during the 1980s.
In the history of special education, P.L. 94-142 and Section 504 of The Rehabilitation Act of 1973 started a new era. Section 504 requires federal funds to provide education for each qualified person with disabilities (Huston, 2007). The biggest renovation came with the Individuals with Disabilities Education Act (I...
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...d be a good role model for them.
• d/Dhh children would be an increase in both social and verbal interaction.
• d/Dhh children’s language, motor, social-emotional, cognitive and personality development are supported positively in academic and social environments.
• d/Dhh children need many skills such as independent living in the community, organized events or games in which they can learn from regular education.
• d/Dhh child 's social acceptance increases.
• By joining a group of friends, and the various activities increase d/Dhh child’s confidence.
Typical students’ benefits:
• d/Dhh children are different from the individuals in society, and hearing children learn how to interact with them.
• Typical children are raising awareness of differences.
• They become more supportive and helpful.
• They learn to give value to the relationship with disabled children.