ANNOTATED BIBLIOGRAPHY

OF DEAF MAINSTREAMING IN AMERICA

 

Aaroe, L., & Nelson, J. R. “Views about key curricular matters from the

perspectives of students with disabilities.” Current Issues in

Education Vol. 1. # 8. (18 Nov. 1998): ERIC Accessed 10/14/04.

 <http://cie.ed.asu.edu/volume1/number8/>

           

Article gives the results of surveys on the opinions of deaf students toward

curriculum they’ve experienced.   Covers deaf students opinions of: service-delivery setting, activity preference, and instructional modifications. Narrow scope, only wants to know the opinions of deaf students on the literature and curriculum they’ve experienced themselves. Credible source. Aaroe and Nelson are from Arizona University and this article appeared in Current Issues in Education. Useful source, because it gives the perspective of deaf students. Articles newest source was from 1996. Includes: contact information to reach the authors and a works cited page.

 

Banks, Jeri. All of Us Together. Washington, D.C.: Gallaudet University Press, 1994.

           

            Follows the effects of mainstreaming at John H. Kinzie Elementary School in SW

Chicago. Chronicles the integration of children with sensory-neural hearing loss

into regular classrooms from 1982 to 1992.  Credible source. Alternates between

children’s perspective and administrator’s/teacher’s perspective.  Useful for those

who want a more ‘human’ side of the mainstreaming issue.  Jeri Banks is Principal of John H. Kinzie Elementary School in Chicago, Illinois. Includes: about the author information.

 

Bertling, Tom, ed. An Intellectual Look at American Sign Language. Wilsonville,

OR: Kodiak Media Group, 2001.

 

            Collection of essays about American Sign Language. Covers the influence and

effects of teaching the English language to the deaf, ethical issues concerning cochlear implants, and the role of state residential schools for the deaf.  Credible source, backers include: Prof. Frances M. Parsons of Gallaudet Univ., Prof. Gerilee Gustason, PhD, San Jose Univ., etc. Gives an intellectual perspective, broadens view of the subject. Includes: Reference Page.

 

Block, Martin E. A Teacher’s Guide to Including Students with Disabilities in Regular

Physical Education. London: Paul H. Brookes Publishing Co., 1994.

 

            Guideline to teachers on how to include disabled children in regular physical

education. Introduces: inclusion idea, plans for inclusion, and steps for

implementing plans.  Covers children with blindness, cerebral palsy, mental

retardation, deafness, etc. from elementary school through high school. Credible

source, Block is Asst. Prof. of the Program Area of Health and Physical Education

at the University of Virginia, Charlottesville. Useful for those whose focus is

physical education for children with a wide range of maladies.  Includes:

Reference Page, Index, and several tables and evaluation forms for different age

kids.

 

 

Bolander, Anne M. and Renning, Adair N. I Was # 87. Washington, D.C.: Gallaudet

University Press, 2002.

 

Chronicle of Anne Bolander, a deaf child misdiagnosed as mentally retarded and institutionalized. Tells of abuse from family and ‘friends’ and the damage it left on her as a grown woman.  Written to prevent other deaf children from being misdiagnosed. Credible source but relies strongly on emotions. Published by Gallaudet University Press. Anne Bolander has been an employee of General Motors, Inc. for 25 years and lies in Westland Michigan; the book is about her life. Co-author Adair Renning lives in Milan, Mich. and occasionally writes for bird magazines.  Useful for those studying abuse in institutions. Includes: Information about the Authors.

 

Going to School: Ir A La Escuela. Dir. Richard Cohen.  Richard Cohen, 2001.

           

Documentary about inclusion, diversity, and empowering children with disabilities. Chronicles Richard Martinez’s 7th and 8th grade years of being integrated in a regular school. Focuses on his struggle to learn and make friends and his mothers struggle to get him quality education. Lacks credibility and is one-sided. Only covers middle-school aged children and gives the parents and child’s views. Useful for those arguing integration. Includes: Director’s contact information.

 

Bullis, Michael. “The School-to-Community Transition Experiences of Hearing 
               Young Adults and Young Adults who are Deaf.”  Journal of Special 
               Education. Vol. 28 Issue 4 (Winter 1995).  ERIC. Accessed 
               10/9/04.

           

            Study on the transition experiences that hearing and deaf students had when they

moved from school to community.  Focus is the impact had on the students, not

the community they entered. Covers the last years of high school, and the first

years of living in the community. Includes both hearing and deaf, giving it a

broader perspective. Credible source; the article is from the Journal of Special

Education. Michael Bullis is has a Ph.D. in Special Education and Rehabilitation

and is a Prof. at University of Oregon. Not useful for those researching

education, because the focus is on transition. Includes: Several tables outlining the

results of the test and a references page.

 

Carter, Steven. “A Snag in the Mainstream.” The Oregonian 10 Nov. 2004, local ed.:

C1 +.

 

Tells how mainstreaming disabled children in Portland, Oregon has been top rapid. Teachers are lacking the necessary education to deal with the incoming disabled children.  Gives snippets of interviews of parents and teachers. Narrow scope; covers only the Portland area.  Credible. Includes: author contact information.

 

Cohen, Oscar P. “The Adverse Implications of Full Inclusion for Deaf Students.”

Paper presented at the 18th International Congress on Education of the Deaf.

July 16-20 1995.  ERIC. Accessed 10/26/04.

 

Persuasive argument paper against mandatory integration of deaf students into mainstream schools, because it would limit the child’s right to choose their own type of education. Focuses on elementary age children. Credibility is questionable, because author might lose his job (He’s a superintendent of the Lexington School for the Deaf) if integration is made mandatory. Useful for providing the opposing side of the Deaf Mainstreaming debate.  Includes: Brief author information and reference page.

 

Easterbrooks, Susan R. “Adapting the Regular Classroom for Students who are

Dear/Hard of Hearing.” Paper Presented at the Annual Convention of the Council for Exceptional Children. Minneapolis, MN. 18 April 1998.  ERIC Accessed 10/17/04.

 

            Focuses on how to instruct regular and special ed. teachers about the changes that

need to be made to the classroom for students with hearing loss/impairment.

Context is within the classroom and it aims to make educators aware of the

resources necessary and available to them to maximize effectiveness. Credible

source, it was a paper presented at the Annual Convention of the Council for

Exceptional Children. It isn’t the newest source (it was published in 1998), which

could detract from its relevancy. Includes: a reference list and copies of all the

overheads used when presenting the paper.   

 

Goldberg, Donald. “Educating Children who are Deaf or Hard of Hearing:

Auditory-Verbal.”  ERIC Digest # E552. ERIC Clearinghouse on Disabilities

and Gifted Education. Reston, VA. August 1997. ERIC Accessed 10/17/04.

 

 

Overview of the auditory-verbal technique of teaching communication skills to deaf or hard of hearing children. Goal of the article is for these children to grow up and be independent citizens who contribute to mainstream society. Has a narrow scope and it is rather short. Approaches it from a teacher’s point of view, almost business like. All about getting results. Source is credible, put out by the ERIC Clearing House on Disabilities and Gifted Education; sponsoring agency is the Office of Education Research and Improvement in Washington, D. C.  Useful source for those researching deaf mainstreaming. Focuses on teaching strategies, gives some great guidelines for teaching auditory-verbal communication skills. Includes: a list of the Principles of Auditory-Verbal Practice, a Reference Page, and a list of Additional Resources.

 

King, J. Freeeman. “Program and IEP: Meeting Students’ Needs”  Perspectives in

Education and Deafness.  (November/December 1996).  ERIC Accessed 10/9/2004.   <http://clerccenter.gallaudet.edu/products/perspectives/nov-dec96/iep.html>  

 

            “Program and IEP” is about Individual Education Plans for deaf or hard of

hearing children. Outlines the problems that must be addressed when

mainstreaming a deaf child, what strategies are necessary to overcome these problems, and gives suggestions for handling side issues, such as family and the child’s emotional growth.  Covers Deaf and Hard of Hearing children; the IEP is specifically addressed to these types of children and their families and teachers. Narrow scope, if you’re looking at education in general. Credible source; King has an Ed. D., and is a professor at Utah State University. ‘Reference Page’ lists Educational and Developmental Deafness from Gallaudet University.  Article is from 1996, so information might be outdated. Includes: Reference Page and a list of ‘Tests for Deaf Students.”

 

Lane, Harlan. The Mask of Benevolence: Disabling the Deaf Community. New

York: Alfred A. Knopf, 1992.

 

Book aimed at exposing the suppression of the deaf and deaf community and their culture by “experts” in the areas of science, medicine, and education. Covers the paternalistic nature of the hearing towards the deaf, failure of mainstreaming, and politics of deaf education.  Useful for understanding the anti-hearing/mainstreaming worldview.  Credibility is doubtful, because author is clearly and highly biased. Author is a professor at Northeastern University and a specialist in the psychology of language and linguistics.        

Includes: Notes for each section of the book and an index.

 

Longmore, Paul K., and Larui Umansky, eds. . The New Disability History. New

York: New York University Press, 2001.

 

            Collection of essays about disability in America’s history. Broad spectrum, deals

with issues like: “Disability and the Justification Inequality in American History” all the way to “American Disability Policy in the Twentieth Century.”  Credibility is hard to determine, because there are many authors.  Useful for those researching disability in America.  Includes: list of contributors and index.

           

Miller, Joan E. Heller. “Living With Hearing Loss: A lifelong Educational

Process—A Parents Perspective.” 18th International Congress on Education of the Deaf. Tel Aviv, Israel. 16-20 July 1995. ERIC Accessed 10/ 14/04

 

Persuasive argument paper written by the parent of a deaf child. Covers childrearing, coping, elementary education, inclusive schools, mainstreaming, and social integration.  Main points are full inclusion of deaf children in the hearing world, while stressing the need for the child to experience deaf culture and have adult role models who are deaf. Credible source, Joan Miller has an Ed. M. and first hand experience. Useful source, because it gives the parents perspective and (valid) opinion of the way a child should be integrated in school. Shows how families cope and the strategies they used to cope. Includes: A list of strategies that parents should use to be the best parent possible for their deaf child.

 

Miller, Regina. The Developmentally Appropriate Inclusive Classroom in Early

Education.  Boston: Delmar Publishers, 1996.

 

Introduces developmentally appropriate curriculum, gives plans for implementing the curriculum, plans for including and defining the role of family in the child’s education, and techniques for assessing the effectiveness of the strategies and curriculum employed. Broad scope, but provides specific details in each subcategory. Credible source, author has a Ph.D. from the University of Hartford.  Too broad to be useful for those researching deaf mainstreaming. Includes: References, additional reading, early childhood video resources, and organization contact information.

 

Nowell, Richard; Innes, Joseph. “Educating Children who are Deaf or Hard of

Hearing: Inclusion.” ERIC Digest # E557.  ERIC Clearinghouse on Disabilities and Gifted Education. Reston, VA.  August 1997.  ERIC Accessed 10/17/04.

 

Summarizes the basic issues of including deaf and hard of hearing children in mainstream classrooms.  Covers history of the inclusion movement and identifies the two positions of the debate. Education from an educator’s perspective, focusing on the mainstreaming of deaf and hard of hearing children, with an emphasis on preschool and elementary age. Narrowly focused article. Credible source, it comes from the ERIC Clearing House on Disabilities and Gifted Education and its sponsoring agency is the Office of Educational Research and Improvement in Washington, DC.  Gets at the central issues of the mainstream movement.  Includes: A reference page and author contact information.

 

Ogden, Paul W., and Susanne Lipsett. The Silent Garden: Understanding the

Hearing Impaired Child. New York: St. Martin’s Press, 1982.

 

            Explains how parents are to understand their deaf child. Tells what parents need

to do, how to create a healthy family environment, the different modes of

communication, and how to help the child in school.  Book is aimed at educating parents, not useful for educators. Credible source; has good suggestions. Very useful for someone studying deafness from a parents point of view.  Credible source, Ogden has a Ph.D. and is Associate Professor of Communicative disorders at California State University. Includes: appendix with resources and suggestions for parents and an index of terms.

           

Siegal, Lawrence.  “The Educational and Communication needs of Deaf and Hard

of Hearing Children: A Statement of Principle Regarding Fundamental

Systemic Educational Changes.”  American Annals of the Deaf Vol. 145(2).   (April 2001).  ERIC Accessed 10/14/04.

           

Persuasive paper arguing that deaf and hard of hearing children deserve a communication rich environment in which they can flourish and one that will develop their language skills.  Goes point by point over its argument, with numerous sources and reasons why those ideas should be implemented. Covers aspects of education that need to be changed to accommodate deaf and hard of hearing children.  Lists recognition of the need, a paradigm shift to change direction, and (if that wasn’t clear enough) a description of the paradigm needed to effectively teach deaf children. Describes what needs to be done and how. Broad but useful.  Credible source, Gaulladet University and National Association of the Deaf are a few of its sources. Lawrence Siegal is Director of the National Deaf Education Project, received his A.B. and M. A. degrees from the Univ. of California at Berkeley and his J.D. from Hastings College of Law.  Large size of paper limits usefulness. Includes: Footnotes with commentary on sources.

 

Winzer, Margaret A. The History of Special Education: From Isolation to

Integration. Washington, D. C.: Gallaudet University Press, 1993.

 

Covers the history of people with disabilities from 400 B. C. to today.  Covers all types of disabilities. Main focus is on the treatment of disabled people during history, the types of institutions that arose to accommodate disabled people during history, and the progress made from 400 BC to now in educating disabled people.  Very useful for those writing about the history of people with disabilities.  Credible source; Winzer is a Professor of Special Needs Education at the University of Lethbridge, Canada. Includes: bibliography, index and authors index.