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Details for article 113 of 201 found articles
| Title: |
Integration of deaf children |
| Author: |
Kyle, Jim G. |
| Appeared in: |
European journal of special needs education |
| Paging: | Volume 8 (1993) nr. 3 pages 201-220 |
| Year: |
1993-10 |
| Contents: |
As concern for the human rights of children has increased so has the demand for equality in education. In the past, when a child required special help, this was seen as a reason for separating this child from the normal school system. For the last 15-20 years in most developed countries, this process has come to be reversed. Deaf children were one of the first groups to be integrated. Their normal appearance and compliance make them ideal candidates for the application of successive legislation. Unfortunately, when we examine the rationale for integration we can find serious problems. There is very little theory on which to base deaf children's integration; most research concerns systems changes rather than progress of children; the effect of deafness is to reduce competence in spoken and written language which is at the heart of the educational endeavour, so deaf children run the risk of secondary handicapping in integrated settings: observational research tends to confirm deaf children's lack of involvement in the mainstream setting. Despite the humanitarian motivation of educators, until we have developed an adequate system of evaluating the degree of functional integration of deaf children, we will continue to compound the problems of isolation in the mainstream. |
| Publisher: |
Routledge |
| Source file: |
Elektronische Wetenschappelijke Tijdschriften |
Details for article 113 of 201 found articles
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