Developing Membership in the Education of Deaf and Hard-of-Hearing Students in Inclusive Settings (original) (raw)

2002, Journal of Deaf Studies and Deaf Education

This article discusses the importance of membership in the inclusive education of deaf/hard-of-hearing (D/HH) students. Membership refers to being an integral part of the classroom and school communities. Membership is a key philosophical concept in inclusion that may influence how classroom teachers and teachers of D/HH students share their expertise and how they work with students and each other. Membership can be contrasted with "visitorship." When programs treat D/HH students as visitors, these students face greater barriers to obtaining a quality education in classes with hearing students. A social constructivist perspective of learning and teaching that requires students in the classroom to interact with one another and the teacher may best promote learning and is consistent with a focus on membership. We suggest that inclusion is possible, but to sustain students as full members of their classes and school, programs must go beyond placement and communication access issues. To facilitate membership, inclusive programs must carefully address teacher attitudes, teacher roles and relationships, student knowledge and curriculum, structural barriers, extracurricular activities, community relationships, and parental support. Inclusion of deaf/hard-of-hearing (D/HH) students in public schools is one of the more controversial topics in the field. Many authors, when writing about inclusion, have focused on D/HH students' access to classroom communication (Innes, 1994; McCartney, 1994; Ramsey, 1997). Without access, inclusion is impossible, but communication access alone is not sufficient for effective inclusion. An effective inclusion program requires