Reading Development of Students Who Are Deaf and Hard of Hearing in Inclusive Education Classrooms

Alasim Alasim

doi:10.3390/educsci9030201

Abstract

The purpose of this article is to discuss the major research findings associated with the reading/literacy development of students who are d/Deaf and hard of hearing (d/Dhh) in inclusive education classrooms. The conditions for developing effective literacy skills are also described. A professional review approach was utilized, and relevant journal articles from 1985 to 2019, inclusive, were selected and analyzed. Other relevant publications including selected chapters and books were used to support the available salient findings. Results of the reviews, recommendations for future research and the limitations of the review process are also provided.

Highlights

Many countries have enacted legislations that give students with disabilities the right to be educated with typical peers in inclusive education classrooms [1,2]
A professional literature review was utilized because this type of review is often used in chapters as well as other manuscript-length genres that provide an extensive review of a specific topic—such as the topic of inclusion and reading development of Deaf and hard of hearing (d/Dhh) students, which is discussed in this article
Due to the dearth of evidence-based research on d/Dhh students, reviewing studies on the literacy development of typical-developing students is a good starting point to understand the effects of inclusion on reading development as well as the factors of a successful inclusive education program

Summary

Introduction

Many countries have enacted legislations that give students with disabilities the right to be educated with typical peers in inclusive education classrooms [1,2]. After the Individuals with Disabilities Education Act (IDEA) was enacted in 1975 This act asserted that children with disabilities should receive their education in their neighborhood public schools, unsegregated from their typical peers to the maximum extent possible [3]. This implies that students with disabilities, include those with hearing loss, should receive appropriate education in inclusive education classrooms, regardless of the type and severity of the disability.

Objectives

Methods

Findings

Conclusion