From Concepts to Practice in Deaf Education: A United Kingdom Perspective on Inclusion | Zendy

Scott W. Powers | Zendy

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From Concepts to Practice in Deaf Education: A United Kingdom Perspective on Inclusion

Author(s) -

Scott W. Powers

Publication year - 2002

Publication title -

the journal of deaf studies and deaf education

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.862

H-Index - 59

eISSN - 1465-7325

pISSN - 1081-4159

DOI - 10.1093/deafed/7.3.230

Subject(s) - inclusion (mineral) , mainstream , kingdom , perspective (graphical) , pedagogy , psychology , mainstreaming , government (linguistics) , deaf education , special education , sociology , social psychology , sign language , linguistics , political science , law , paleontology , philosophy , artificial intelligence , computer science , biology

This article considers the different ways that inclusion is conceived in the United Kingdom by government, teachers, and academics. I contend that a concept of inclusion based primarily on the notion of students with special educational needs being in mainstream schools is unhelpful to educators of deaf children and that a broader concept is needed. A working definition of inclusion is presented based on a system of values. I suggest "indicators of inclusion for deaf students" and illustrate with examples of practice. Some basic information on the education of deaf children in the United Kingdom is included.

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