Abstract
There are basically two philosophies in the education of deaf children in the United States and the particular philosophy to which any deaf child is exposed can exert a strong influence on his type of social status and adjustment as an adult. The one philosophy projects the goal of making the deaf child as much like a non-deaf person as possible — a fully participating member of the general society as an adult. This requires education solely in oral methods, education as much as possible within the main stream of general education, and fostering of attitudes of identification with the general population. The other philosophy applauds the goal of the first to the extent that it is achievable but believes it is achievable only to a limited extent with most deaf persons. The goal of the second philosophy is to make the deaf person a well-integrated, happy deaf individual and not, as has been stated, “a pale imitation of a hearing person” (Barker et al., 1953). The programs based on this philosophy permit the...
Published Version
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