Article

Educational Consequences of Alternative School Placements

Michael S. Stinson and Thomas N Kluwin

in The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, Second Edition

Second edition

Published in print January 2011 | ISBN: 9780199750986
Published online September 2012 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780199750986.013.0005

Series: Oxford Library of Psychology

 Educational Consequences of Alternative School Placements

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The education of the deaf in the United States is every bit as diverse as is American education itself (Moores, 1996, Stewart & Kluwin, 2000). Today, a deaf or hard-of-hearing child could find herself in a public, private, or parochial school, in a residential program, or in a day program. A teacher of the deaf could spend his entire career in one school in a small town or ride the subway in a big city from one school to another. This diversity in part reflects the continuum of types of educational placement available in the United States today. This continuum is important because individual deaf students have different levels of need for support (Schirmer, 2001). The term “deaf ” will be used here to refer to the full range of deaf and hard-of-hearing students who receive special educational services.). This chapter discusses the following four categories of alternative placements: (a) separate schools, (b) resource rooms and separate classes, (c) general education classes, and (d) co-enrollment classes. Two questions that immediately occur regarding these options are: “What are the differences in the experiences of students in these alternative placement types?” “What are the differences in the characteristics and attainments of students in these placement types?” A more complex question isasks “Is it possible to relate these different educational experiences to characteristics and attainments of the students?” That is, do different experiences produce different educational consequences? The second and third sections of this chapter consider the research that best answers these questions. The first section provides background, description, and conceptualization that aids understanding of the research that this chapter reviews and of thinking in the field in regard to alternative types of placement.

Keywords: deaf; hard-of-hearing; hearing loss; separate school; resource room; separate class; general education class; co-enrollment class; achievement; personal characteristicsSeparate school; Resource room; Separate class; General education class; Co-enrollment

Article.  12033 words. 

Subjects: Psychology ; Educational Psychology ; Developmental Psychology

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