Inclusion of Students Who Are Deaf or Hard of Hearing in Government Schools in New South Wales, Australia: Development and Implementation of a Policy | Zendy

Linda J. Byrnes | Zendy; Jeff Sigafoos | Zendy; Field Rickards | Zendy; P. Margaret Brown | Zendy

Open Access

Inclusion of Students Who Are Deaf or Hard of Hearing in Government Schools in New South Wales, Australia: Development and Implementation of a Policy

Author(s) -

Linda J. Byrnes,

Jeff Sigafoos,

Field Rickards,

P. Margaret Brown

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/7.3.244

Subject(s) - inclusion (mineral) , framing (construction) , policy development , government (linguistics) , special education , pedagogy , mainstreaming , policy analysis , education policy , public policy , public administration , psychology , education act , political science , public relations , sociology , higher education , law , social psychology , engineering , linguistics , philosophy , structural engineering

The inclusion of students who are deaf or hard of hearing in Department of Education and Training (government) schools in the state of New South Wales, Australia, is supported through a policy known as the Special Education Policy (NSW Department of School Education, 1993). The policy is operational for all students with disabilities, learning difficulties, or behavior disorders, regardless of their educational provision. This article focuses on how the policy and continuum of services have developed and the attitudes of stakeholders toward both policy and practice. The article begins by framing the policy in terms of legal mandates and then gives an overview of current educational provisions, followed by a discussion of attitudes toward inclusion as held by stakeholders in New South Wales government schools. The article concludes by attempting to assess the potential effects of both policy and practice on students who are deaf or hard of hearing.

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