Quote:
Originally Posted by deafdyke
Actually, I wonder if maybe this might result in an increase of kids at the Deaf School?
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This has happened, but in an unforeseen direction. This is based on anecdotal evidence; a high school in Florida recently went 100% inclusion. The traditional self-contained classes for Deaf students vanished altogether. There were two tracks of Deaf students;
Those on the regular diploma track continued to take classes in a mainstream setting with interpreters. Those on the special diploma track were 'mainstreamed' into VE classes with interpreters.
Not surprisingly, there was an exodus of sorts from students on the special diploma track. These students walked into a VE classroom, surveyed his/her fellow peers and promptly made the decision to go to FSD. So, this move helped increase student enrollment at the state Deaf school.
Surprisingly, the students on the regular diploma track did not go to FSD, despite losing their 'comfort zone' being in a self-contained class taught by a TOD. They continued to participate in classes, interact with their peers, etc. and have had interpreters pretty much available at all times. So, I guess inclusion did work to an extent.
Time will tell if the inclusion model truly works or is an effective method in educating DHH children.