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Educational Environment and Research on Self-Contained Classrooms

Page history last edited by Elizabeth Bryant 14 years, 11 months ago

Self-contained classrooms differ from residential schools for the Deaf in that they are located within public schools for hearing students and are an integral part of many mainstream programs. Like residential settings, there is generally a teacher of the Deaf and other D/HH students within the self-contained classroom. Communication modes vary between classrooms, with many self-contained settings using Manually Coded English (MCE) or Pidgin Signed English (PSE), combined with spoken English. As indicated in Kluwin’s (1993) study comparing D/HH students within mainstream settings, the amount of time individual students spend in self-contained classrooms varies depending on students’ abilities.

 

There is little research available on D/HH students within self-contained classrooms relative to the research regarding D/HH students in inclusive settings. This is likely related to the increasing number of students placed in general education classrooms and the fact that only 17% of D/HH students in the country are reported as attending self-contained classrooms. Nevertheless, the achievement status of students within this educational setting is a matter which requires attention from researchers and educators alike. Students who attend self-contained classrooms for the majority of their school day have been reported as having more vocational classes and are less likely to be in college-bound programs. Additionally, students who spend more time in self-contained classrooms are typically placed in this environment due to lower academic scores and more severe degrees of hearing loss.

 


References:

 

Cummins, J. (2006, October). The Relationship between American Sign Language Proficiency and English Academic Development: A Review of the Research [1]. Retrieved on June 24, 2009 from Laurent Clerc National Deaf Education Center, Gallaudet University Web site: http://clerccenter.gallaudet.edu/CIEC/documents/CumminsASL-Eng.pdf

 

Gallaudet Research Institute. (2008). Regional and National Summary Report of Data from the 2007-2008 Annual Survey of Deaf and Hard of Hearing Children and Youth. Washington, DC: GRI Gallaudet University.

 

Kluwin, T. N. (1993). Cumulative Effects of Mainstreaming on the Achievement of Deaf Adolescents, Exceptional Children, 60(1), 73-81.

 

Stinson, M. S. & Antia, S. D. (1999). Considerations in Educating Deaf and Hard-of-Hearing Students in Inclusive Settings, Journal of Deaf Studies and Deaf Education, 4(3), 163-175.

 

 

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