LEADER 03771oam 22005894a 450 001 9910952283703321 005 20240904170751.0 010 $a9781944838058 010 $a1944838058 035 $a(CKB)3840000000340331 035 $a(MiAaPQ)EBC5247554 035 $a(OCoLC)1017611119 035 $a(MdBmJHUP)muse60444 035 $a(Perlego)2145331 035 $a(EXLCZ)993840000000340331 100 $a20170831d2017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aLanguage, Power, and Resistance $eMainstreaming Deaf Education /$fElizabeth S. Mathews 210 $aWashington $cGallaudet University Press$d2017 215 $a1 online resource (x, 173 pages) 311 08$a9781944838607 311 08$a1944838600 311 08$a9781944838041 311 08$a194483804X 320 $aIncludes bibliographical references and index. 330 $a"The current policy of educating deaf and hard of hearing students in a mainstream setting, rather than in the segregated environments of deaf schools, has been portrayed as a positive step. Author explores this claim through qualitative research with DHH children in the Republic of Ireland"--$cProvided by publisher. 330 $a"The current policy ofeducating d/Deaf and h/Hard of hearing (DHH) students in a mainstream setting, rather than inthe segregated environments of deaf schools, has been portrayed as a positive step forward in creating greater equality for DHH students. In Language, Power, and Resistance, Elizabeth S. Mathews explores this claim through qualitative research with DHH children in the Republic of Ireland, their families, their teachers, and their experiences of the education system. While sensitive to the historical context of deaf education, Mathews focuses on the contemporary education system and the ways in which the mainstreaming agenda fits into larger discussions about the classification, treatment, and normalization of DHH children. The research upon which this book is based examined the implications that mainstreaming has for the tensions between the hegemonic medical model of deafness and the social model of Deafness. This volume explores how different types of power are used in the deaf education system to establish, maintain, and also resist medical views of deafness.Mathews frames this discussion as one of power relations across parents, children, and professionals working within the system. She looks at how various forms of power are used to influence decisions, to resist decisions, and to shape the structure and delivery of deaf education. The author's findings are a significant contribution to the debates on inclusive education for DHH students and will resonate in myriad social and geographic contexts"--$cProvided by publisher. 606 $aMainstreaming in education 606 $aMainstreaming in education$zIreland 606 $aDeaf people$xEducation 606 $aDeaf people$xEducation$zIreland 606 $aEDUCATION / Special Education / Communicative Disorders$2bisacsh 606 $aEDUCATION / Inclusive Education$2bisacsh 615 0$aMainstreaming in education. 615 0$aMainstreaming in education 615 10$aDeaf people$xEducation. 615 10$aDeaf people$xEducation 615 7$aEDUCATION / Special Education / Communicative Disorders. 615 7$aEDUCATION / Inclusive Education. 676 $a371.9126 686 $aEDU048000$aEDU026010$2bisacsh 700 $aMathews$b Elizabeth S.$01811554 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a9910952283703321 996 $aLanguage, Power, and Resistance$94363485 997 $aUNINA