Minna Moffatt-feldman

The inclusion of deaf pupils who use sign language in mainstream classrooms Minna Moffatt-feldman

THE DRIVE FOR INCLUSION IN MAINSTREAM SCHOOLS HAS LEFT SOME DEAF PUPILS DELAYED IN THEIR DEVELOPMENT CLEARLY SHOWING THAT THE CURRENT SITUATION IS NOT WORKING. THE STANDARD OF SUPPORT STAFF IN MAINSTREAM SCHOOLS IS LACKING IN MAINSTREAM SCHOOLS CREATING A DISADVANTAGE BETWEEN DEAF PUPILS EDUCATED IN MAINSTREAM SCHOOL AND THOSE EDUCATED PRIVATELY. THIS REPORT EXPLORES THE DIFFERENT SITUATIONS DEAF PEOPLES ARE EDUCATED IN, IF THESE ARE INCLUSIVE AND IF THEY ARE SUCCESSFUL AS WELL AS QUALIFICATION HELD BY SUPPORT STAFF AND IF THESE ARE SUFFICIENT FOR PURPOSE. IT THEN PROPOSES A LEARNING ENVIRONMENT SUITABLE FOR BOTH DEAF AND HEARING PUPILS TO LEARN INCLUSIVELY WITHIN MAINSTREAM THROUGH THE MEANS OF A DEAF TEACHER AND FULLY QUALIFIED SIGN LANGUAGE INTERPRETER.