Mainstreaming Deaf and Hard of Hearing Students: Further Readings
The following list contains suggested readings on educating Deaf and Hard of Hearing students in a mainstream setting. The articles and books listed below are just a fraction of sources that are available to the public related to mainstreaming Deaf children. Check with your local library to locate further resources on mainstreaming.
Although the majority of the entries address the unique characteristics and various instructional strategies necessary to facilitate mainstreaming of Deaf and Hard of Hearing children in the classroom, a number of these referred readings focus on the inclusion of mainstreaming in general.
The literature about mainstreaming reflects the impact of Public Law 94-142, I.D.E.A, and the ADA (Americans with Disabilities Act) on the integration of Deaf and Hard of Hearing children into public schools in regular classrooms with support services.
If you have suggestions for additions to this resource list, please e-mail Clearinghouse.Infotogo@gallaudet.edu.
BooksBanks J. (1994). All of Us Together: the Story of inclusion at Kinzie. Washington University Press: Gallaudet University
A story of Kinzie School in Chicago. In 1982 hearing/non hearing student were kept in separate parts of school. A vivid picture of school administration brings new approaches to educating deaf students with hearing students are portrayed.
Blatchford, C. (2005) What Works for Me: Young Adults with Hearing Loss Talk to Teens. Northampton, MA: The Mainstream Center.
Ten young adults with hearing loss tell teens about what helped them find their way in mainstream schools and what continues to work for them today.
Casale, K. Forsythe, C. & Troiano, C. (2004). Social Inclusion: How to Make it Happen. Northampton, MA: The Mainstream Center.
A workbook developed for school counselors, social workers or school psychologists working with children on the elementary level. Three are three sections to the book including: information about hearing loss; an initial social needs assessment and a follow-up assessment; and sample activities that can be used in small group social skill training sessions. Revised in 2007.
Davis, J. (Ed.). (1990). Our Forgotten Children: Hard of Hearing Pupils in the Schools. Bethesda MD: Self Help for Hard of Hearing.
This publication provides educators, parents and administrators current information about the characteristics of hard of hearing school children, educational environments, and amplification options. Several chapters provide parents with practical suggestions to obtaining the best possible education for their children
Frasier, B. (1996) Supporting Children with Hearing Impairments in Mainstream Schools. London: Franklin Watts.
This book explains medical causes and the social /educational effects of deafness. It also provides practical suggestions for teaching and integrating deaf children into the classroom.
Griswold, M. (2005) Have You Heard? Welcoming a Student with Hearing Loss to Your School Community. Northampton MA: The Mainstream Center.
Hairston, E. (1994). A Comparative Analysis of Deaf Students Self-concept with Gender, Race, or School Placement. (Ph.D Dissertation) Washington DC: Gallaudet University.
A study how black deaf students self-concept compare with their white peers. The study explores relationship of self-concept measurement to race, educational settings, and gender.
Haring, N.G. & Romer, L.T. (1995). Welcoming Students who are Deaf-Blind into Typical Classroom Facilitating School Participation, Learning and Friendships. Baltimore MD: P.H. Brookes Publishing Company.
Suggestions for how to include students who are deaf blind in mainstream classroom, & explore issues that surround areas of behavior, mobility, communication and transition to adult life.
Higgins, P. (1990). The Challenge of Educating together Deaf and Hearing Youth. Springfield, IL: Charles C. Thomas.
This book is written to those who are involved with the challenge of educating deaf or hard of hearing youth. The author contend that the five challenged—placement, enhancement, relations, identification, and monitoring—much be achieved for mainstreaming to succeed.
King, F. J. (2001). Introduction to Deaf Education: a Deaf Perspective. Hillsboro, OR: Butte Publications.
Kluwin T., Moores, D.F. & Gonter-Gaustad M.(1992). Toward Effective Public School Programs for Deaf Students: Context, Process and Outcomes. New York: Teachers College Press.
Text provides many perspectives on how deaf students have unique needs, and the family contributes to and issues within the school system.
Kluwin T.N, & Stinson M.S. (1993). Deaf Students in Local Public High Schools. Backgrounds, Experiences, and Outcomes. Springfield Illinois: Charles C. Thomas Publishers.
Examines how change in deaf education from residential school to public school affects deaf students’ development.
Kluwin, T.N. & Stewart, D. (2001). Teaching Deaf and hard of hearing students: Content, Strategies and Curriculum. Boston, MA: Allyn &Bacon.
The book gives suggestions about what teachers can do in the classroom that will make a positive difference in how their deaf students learn. It emphasizes providing teachers with a framework to design instructions that meet the educational needs of their deaf students.
Livingston, S. (1997). Rethinking the Education of Deaf Students: Theory and Practice from a Teacher’s Perspective. Portsmouth NH: Heinemann.
Here is a compelling and controversial text which asserts that Deaf students should be treated no differently than non Deaf students.
Marschark M. (1997). Raising and Educating a Deaf Child. New York: Oxford University Press.
A guide to the choices, controversies, and decisions faced by parents and educators.
Olivia, G. A. (2004). Alone in the Mainstream: A Deaf Woman Remembers Public School. Washington, D.C.: Gallaudet University Press.
This book combines the author’s personal experience with current research about deaf students in public schools. The author’s stories add emotional weight to the conviction that students need to be able to communicate freely and need peers to know that they are not alone.
Ramsey, C. (1997). Deaf Children in Public Schools: Placement, Context, and Consequences. Washington DC: Gallaudet University Press.
Through a case study research this book looks at the durability of programs for deaf and hard of hearing students in public schools.
Weisel, A. (1998). Issues Unresolved: New Perspectives on Language and Deaf Education. Washington, D.C: Gallaudet University Press.
Of the more than 400 studies presented at the 18th International Congress on Education of the Deaf, the 20 most incisive papers were selected, rewritten, and edited to construct the trenchant volume Issues Unresolved: New Perspectives on Language and Deaf Education. The resulting book provocatively challenges the invested reader in four critical areas of deaf education worldwide.
Yetman, M. M. (2000). Peer Relations & Self-esteem among Deaf Children in a Mainstream School Environment. (PhD Dissertation) Washington DC: Gallaudet University.
This text investigates the profile of self esteem of deaf and hard of hearing children in mainstream school setting.
Luetke-Stahlman, B. (1998). Providing the support services needed by student who are deaf or hard of hearing. American Annals of the Deaf (143)5, 388-91.
Article discusses how the environment affects the academic progress of deaf and hard of hearing students. Appropriate modifications may be needed to ensure social and academic enhancement.
Miller, J. E. (1995) Living with hearing loss: A lifelong educational process-ED 389137 ERIC
The mother of deaf child recounts her family experience from her daughter’s infancy to success in high school. Stages of development from a hearing parents perspective; mourning process, communication and social development and choosing an educational program.
Powers, S. (2001) Investigating Good Practice in Supporting Deaf Pupils in Mainstream Schools. Educational Review, v53 n2 p181-89.
A survey of parents, teachers, therapists, psychologists, and deaf adults (n=628) and 15 case study sites were used to identify the following good practices supporting deaf students in mainstream schools: direct support for teachers of the deaf, joint planning by support and mainstream teachers, student involvement in decision making, and inservice training for mainstream teachers. (Eric EJ627557).
Stinson, M. & Liu-Yufang, S. (1999). Participation of Deaf and hard-of-Hearing Students in Classes with Hearing Students. Journal of Deaf Studies and Deaf Education 4 (3), 191-202.
This article identifies issues in participation of deaf students in mainstream classroom.
Wilson, C. “Mainstream or Deaf School?” Both! Say Deaf Students. Perspectives in Education and Deafness 16(2) 10-13.
Interviews with 23 deaf teenagers examining their preference for residential or mainstreamed school. The students supported a mixed response for a ‘well-rounded’ education.