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Peer reviewedvan Gurp, Susan – Journal of Deaf Studies and Deaf Education, 2001
This study compared the self-concepts of secondary students in either a segregated (institutional), congregated, or mainstream resource program setting. Results suggested academic advantages in attending resource programs and social advantages in segregated settings. Integrated deaf students had better self-perceptions of reading ability than…
Descriptors: Deafness, Inclusive Schools, Mainstreaming, Reading Ability
