As a result, a paradox exists in which inclusion of deaf and hard of hearing children in regular classrooms tends to result in their exclusion . Proponents of inclusion have to clearly define exactly what inclusion is. If they believe mere physical inclusion is sufficient, then it means they do not care whether the children are receiving an educaiton. I do not believe this is the case. Many sincerely believe taht children receive better quality education in neighborhood schools.
Research suggests otherwise.
Research also suggests that deaf students learn better through teachers and peers who communicate directly and fluently with them. Lest it be said that if deaf and hard of hearing students were orally trained, they wouldn't ahve this kind of problem. The truth, if it must be known, is that many oral deaf and hard of hearing students do receive and depend on classroom interpreting, either sign or oral, and the end result tends to be the same. Research is turning up more and more disconcerting findings about the social, educational and emotional well-being of deaf and hard of hearing students in inclusive settings. My education was virtually self-taught, having obtained it out of books.