03658oam 22005414a 450 991079700030332120180103104319.01-944838-05-8(CKB)3840000000340331(MiAaPQ)EBC5247554(OCoLC)1017611119(MdBmJHUP)muse60444(EXLCZ)99384000000034033120170831d2017 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierLanguage, Power, and Resistance[electronic resource] Mainstreaming Deaf Education /Elizabeth S. MathewsWashington Gallaudet University Press20171 online resource (x, 173 pages)1-944838-04-X Includes bibliographical references and index."The current policy of educating deaf and hard of hearing students in a mainstream setting, rather than in the segregated environments of deaf schools, has been portrayed as a positive step. Author explores this claim through qualitative research with DHH children in the Republic of Ireland"--Provided by publisher."The current policy ofeducating d/Deaf and h/Hard of hearing (DHH) students in a mainstream setting, rather than inthe segregated environments of deaf schools, has been portrayed as a positive step forward in creating greater equality for DHH students. In Language, Power, and Resistance, Elizabeth S. Mathews explores this claim through qualitative research with DHH children in the Republic of Ireland, their families, their teachers, and their experiences of the education system. While sensitive to the historical context of deaf education, Mathews focuses on the contemporary education system and the ways in which the mainstreaming agenda fits into larger discussions about the classification, treatment, and normalization of DHH children. The research upon which this book is based examined the implications that mainstreaming has for the tensions between the hegemonic medical model of deafness and the social model of Deafness. This volume explores how different types of power are used in the deaf education system to establish, maintain, and also resist medical views of deafness.Mathews frames this discussion as one of power relations across parents, children, and professionals working within the system. She looks at how various forms of power are used to influence decisions, to resist decisions, and to shape the structure and delivery of deaf education. The author's findings are a significant contribution to the debates on inclusive education for DHH students and will resonate in myriad social and geographic contexts"--Provided by publisher.Mainstreaming in educationMainstreaming in educationIrelandDeafEducationDeafEducationIrelandEDUCATION / Special Education / Communicative DisordersbisacshEDUCATION / Inclusive EducationbisacshElectronic books. Mainstreaming in education.Mainstreaming in educationDeafEducation.DeafEducationEDUCATION / Special Education / Communicative Disorders.EDUCATION / Inclusive Education.371.9126EDU048000EDU026010bisacshMathews Elizabeth S.1501064MdBmJHUPMdBmJHUPBOOK9910797000303321Language, Power, and Resistance3728064UNINA