Abstract
This article considers the different ways that inclusion is conceived in the United Kingdom by government, teachers, and academics. I contend that a concept of inclusion based primarily on the notion of students with special educational needs being in mainstream schools is unhelpful to educators of deaf children and that a broader concept is needed. A working definition of inclusion is presented based on a system of values. I suggest "indicators of inclusion for deaf students" and illustrate with examples of practice. Some basic information on the education of deaf children in the United Kingdom is included.
Original language | English |
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Pages (from-to) | 230-243 |
Number of pages | 14 |
Journal | Journal of Deaf Studies and Deaf Education |
Volume | 7 |
Issue number | 3 |
DOIs | |
Publication status | Published - 1 Jun 2002 |