Educational Consequences of Alternative School Placements

Michael Stinson · Thomas N. Kluwin

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Hearing Impairment and Communication Disability Education and Employment Hearing Loss and Rehabilitation

Abstract

Abstract The education of the deaf in the United States is every bit as diverse as is American education itself (Moores, 1996, Stewart & Kluwin, 2000). Today, a deaf or hard-of-hearing child could find herself in a public, private, or parochial school, in a residential program, or in a day program. A teacher of the deaf could spend his entire career in one school in a small town or ride the subway in a big city from one school to another. This diversity in part reflects the continuum of types of educational placement available in the United States today. This continuum is important because individual deaf students have different levels of need for support (Schirmer, 2001). The term “deaf ” will be used here to refer to the full range of deaf and hard-of-hearing students who receive special educational services.). This chapter discusses the following four categories of alternative placements: (a) separate schools, (b) resource rooms and separate classes, (c) general education classes, and (d) co-enrollment classes. Two questions that immediately occur regarding these options are: “What are the differences in the experiences of students in these alternative placement types?” “What are the differences in the characteristics and attainments of students in these placement types?” A more complex question isasks “Is it possible to relate these different educational experiences to characteristics and attainments of the students?” That is, do different experiences produce different educational consequences? The second and third sections of this chapter consider the research that best answers these questions. The first section provides background, description, and conceptualization that aids understanding of the research that this chapter reviews and of thinking in the field in regard to alternative types of placement.

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References

1999Including Students with Special Needs: A Practical Guide for Classroom Teachers 1980The Efficacy of Special Versus Regular Class Placement for Exceptional Children: a Meta-Analysis 2023Handbook of Educational Psychology 2009Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms 1999Considerations in educating deaf and hard-of-hearing students in inclusive settings 2002Developing Membership in the Education of Deaf and Hard-of-Hearing Students in Inclusive Settings 2005Look Who's Being Left Behind: Educational Interpreters and Access to Education for Deaf and Hard-of-Hearing Students 2007Social Integration of Deaf Children in Inclusive Settings

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2012Language Attitudes in the American Deaf Community 2013Are deaf students visual learners?2011Social Competence, Sense of Loneliness, and Speech Intelligibility of Young Children With Hearing Loss in Individual Inclusion and Group Inclusion 2010Health-Related Quality of Life and Classroom Participation of Deaf and Hard-of-Hearing Students in General Schools 2011

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