Question: who developed a method for educating the hearing impaired

title: Deaf education
text: Inclusion : Deaf students spend all , or most , of the school day with non-deaf students . Since inclusion requires considerable curriculum modification , it is considered best practice only for mildly - to - moderately deaf students . Specialized services may be provided inside or outside the regular classroom , and students may leave the regular classroom to attend smaller , intensive instructional sessions in a resource room or to receive other services requiring specialized equipment or which might be disruptive to the rest of the class ( such as speech and language therapy ) . Mainstreaming refers to the education of deaf students in classes with non-deaf students for specified time periods , based on the deaf students ' skills ; deaf students learn in separate classes for the remainder of the school day . Segregation ( in a separate classroom or school ) : In this model , deaf students spend no time in non-deaf classes or with non-deaf students . Segregated students may attend a school where non-deaf classes are provided , but spend their time in a separate classroom for students with special needs . If their special - needs class is in a mainstream school , they may have opportunities for social integration ( for example , eating meals with non-deaf students ) ; alternatively , deaf students may attend a special school . Exclusion : A student unable to receive instruction in any school is excluded from school . Most deaf students have historically been excluded from school , and exclusion may still occur where there is no legal mandate for special - education services ( such as developing countries ) . It may also occur when a student is in hospital or housebound . Excluded students may receive individual or group instruction , and students who have been suspended or expelled are not considered `` excluded '' in this sense .