In many countries across the world education for deaf people is limited and sign languages are undervalued. In this paper we discuss insights from an initiative to support deaf education for young adults in India, Ghana, and Uganda. Reporting here on the work in India, our project used a bilingual approach, with Indian Sign Language as the main…

Parallel support is a Greek type of special education provision aiming at providing additional support to students identified with special educational needs and/or disability in mainstream classrooms. Drawing from quantitative data for the school-year 2018-2019 this paper presents findings on certain characteristics of primary and pre-primary…

The inclusive education debate is often framed as a choice between outmoded special schools and progressive inclusive general education schools. However, the rhetoric of 'choice' hides what is in reality a context of restricted resources, both in general education and in special congregated settings. We interview three deaf-parented families with…

The value of experiential lab work can be measured by its ability to transform a student's self-identity related to science, technology, engineering and mathematics (STEM). Successful experiences help students shed notions of self-incompatibility with STEM and can often motivate a research career as they develop as a scientist. However, students…

Students with disabilities have described issues related to participating in activities during physical education (PE) classes with feelings of being excluded. This study investigates the inclusive process of the Deaf or hard of hearing students in school from the specific context of PE class. Qualitative research using semi-structured face to…

This study examined classroom environment required for meeting the information needs of students with hearing impairment. It employed descriptive design. A total of 165 respondents participated in the study. Three objectives guided the study. Questionnaires and focus group discussion were used for data gathering. Findings identified sign language…

The Salamanca Statement and Framework for Action on Special Needs Education proposed a policy shift from special education to inclusive education models that require schools to serve all children. However, alongside this shift was a recognition that sign language access for deaf learners is essential for meeting the right to education and that…

This paper discusses the meaning of inclusive education for deaf learners in a way that acknowledges the diversity of learner identities, and outlines problems with normative definitions of inclusive education as advanced by recent interpretations of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD).…

Signalong Indonesia (SI), a key word signing approach, was created to support the development of Indonesian inclusive schools. A mixed methods approach collected data about teacher's beliefs and experiences regarding SI from the first two schools to pilot it. Thirty-two teachers completed questionnaires, followed by interviews with nine teachers.…

The importance of communication partner intervention to support the successful implementation of augmentative and alternative communication (AAC) strategies has been established. Despite this, limited knowledge and use of AAC form serious barriers to inclusion. In this study, 196 pre-service early childhood teachers were taught key word signing…

The Indonesian education system is striving for an inclusive approach and techniques are needed which can support children with severe learning disabilities and their peers in this context. Manually signed language has proved useful both in supporting the development and empowerment of children with severe learning disabilities and supporting…

The purpose of the present study is to examine what the concept of inclusion means and how it relates to children who are deaf. The paper begins with a background to deaf education, followed by specific reference to how inclusion is perceived in Northern Ireland and in Sweden. It investigates the experiences and opinions of deaf pupils in Schools…

This article reports on a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis using a nominal group process undertaken to identify and tackle significant factors, both internal and external, affecting those current Deaf bilingual practices in Spain which promote or prevent the processes through which more inclusive (barrier-free)…

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.…

A restructured postgraduate teacher education programme is described specifically with regard to its commitment to prepare educators to work effectively with deaf and hard-of-hearing children in inclusive settings. The focus of the paper is on the design and development process rather than on the evaluation of the outcomes. Background information…