2011/03/09 by Jean Theodora Slobodzian · 1 citation
Arts and Humanities · Health Professions · Psychology · #Hearing Impairment and Communication #Interpreter #Interpreting and Communication in Healthcare #Language interpretation #Language, Discourse, Communication Strategies #Linguistics #Mainstream #Mainstreaming #Mathematics education #Mores #Pedagogy #Political science #Population #Psychology #Sign language #Sociolinguistics of sign languages #Sociology #Special education
paper · doi:10.1080/13603110903289982
openalex publication_date 2011/03/09 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
The 1000 primary school students in this study included a minority population of nine deaf children. The underlying foundation of this mainstream environment allowed for accommodations, but only to the extent that the non‐deaf majority was not overtly impacted. Explicit messages of equality and implicit notions of normal were often in conflict. Deaf students learned that acceptance was granted to those who complied with the mores of the majority. The author draws on current pedagogical theory and study findings to offer four principles that will help insure a more inclusive educational experience for deaf and non‐deaf students as they are educated together: (1) care must be taken to understand the lived experience of all students; (2) consideration must be given to scheduling issues; (3) sign language interpreters must be provided for all curricular activities; and (4) all students should be acculturated in the dynamics and issues pertaining to a cross‐cultural learning experience.