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Inclusion and Exclusion: Global Challenges Within Deaf Education

Inclusion and Exclusion: Global Challenges Within Deaf Education

Jessica Armytage Scott, Hannah M. Dostal, Tisha N. Ewen-Smith
Copyright: © 2019 |Pages: 17
ISBN13: 9781522577034|ISBN10: 1522577033|EISBN13: 9781522577041
DOI: 10.4018/978-1-5225-7703-4.ch008
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MLA

Scott, Jessica Armytage, et al. "Inclusion and Exclusion: Global Challenges Within Deaf Education." Global Perspectives on Inclusive Teacher Education, edited by Bethany M. Rice, IGI Global, 2019, pp. 120-136. https://doi.org/10.4018/978-1-5225-7703-4.ch008

APA

Scott, J. A., Dostal, H. M., & Ewen-Smith, T. N. (2019). Inclusion and Exclusion: Global Challenges Within Deaf Education. In B. Rice (Ed.), Global Perspectives on Inclusive Teacher Education (pp. 120-136). IGI Global. https://doi.org/10.4018/978-1-5225-7703-4.ch008

Chicago

Scott, Jessica Armytage, Hannah M. Dostal, and Tisha N. Ewen-Smith. "Inclusion and Exclusion: Global Challenges Within Deaf Education." In Global Perspectives on Inclusive Teacher Education, edited by Bethany M. Rice, 120-136. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7703-4.ch008

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Abstract

In this chapter, the authors explore the practice of inclusion as it relates to the education of deaf and hard of hearing (d/hh) students. Using the current situation in Jamaica as a microcosm, it is argued that for this specific population of students it may be necessary to reframe and redefine the notion of inclusion more broadly. For example, the authors argue that as a result of the specific cultural, linguistic, and academic needs of d/hh students, a more traditional approach to inclusion may in fact result in isolation and less access to content and skills. Inclusion that considers how deaf education classrooms may include accessible language, the Deaf community, families of d/hh children, and Deaf role models may be more appropriate for this population.

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