Why does inclusion often neglect the needs of deaf students?

Thursday, September 22, 2022
Brookings

The binary logic of using either spoken or signed language, instead of a more inclusive practice with both languages, has caused generations of harm to deaf people. The Los Angeles Unified School District recently passed a new policy that is a model for enhancing brain, language, and socio-emotional development of all deaf students. Roberta J. Cordano, president of Gallaudet University, underscores why this kind of policy is essential for addressing the isolation deaf students feel in school environments.

American Institutes for Research

U.S. Department of Education

The contents of the National Center on Safe Supportive Learning Environments Web site were assembled under contracts from the U.S. Department of Education, Office of Safe and Supportive Schools to the American Institutes for Research (AIR), Contract Number  91990021A0020.

This Web site is operated and maintained by AIR. The contents of this Web site do not necessarily represent the policy or views of the U.S. Department of Education nor do they imply endorsement by the U.S. Department of Education.

©2022 American Institutes for Research — Disclaimer   |   Privacy Policy   |   Accessibility Statement