Mainstreaming Deaf Children Erika Guarino, M.Ed

What makes me an “authority” on the subject? – 12 years of being mainstreamed – Mainstreamed in college – Mainstreamed in graduate school – 8+ years of working in inclusion/mainstreamed programs

Definition of Mainstreaming What defines a mainstreamed class/program? – Individuals with a “disability” placed in a “normal” class setting Important note: Mainstreaming is not for everyone.

Discussion Question What are the components of a successful/ideal mainstreamed program? – Not isolation – Understanding/aware teachers Signing teachers / qualified interpreters (also taking into consideration deaf students / signing) -clubs for deaf / hearing students -Deaf role models -Enhance awareness about deafness as a whole --include ALL students

My ideal mainstreamed program Large number of Deaf students Large number of staff supporting Deaf students Self-contained classes (both academic courses and support classes) Knowledgeable mainstreamed teachers (in regards to deafness) Accommodations provided

Accommodations in mainstreamed classrooms Interpreters FM systems Note takers Co-teachers Etc.

Largest reason for mainstreaming  Exposure to – hearing counterparts – different levels of education – different experiences/opportunities/challenges

Why students come to our program Opportunities that students can’t get at a school for the Deaf – AP/Honors classes – Vocational classes – More competitive sports – Field trips – Community service To “get away” from their past

Why my mom picked a mainstreamed program “develop more social skills” “allow more real life experiences with more diversity” “learn at standard levels being with age appropriate groups” The doctors told my mother that I would, at best, read at 5 th grade level for the rest of my life.

My experience being mainstreamed Pros – Meet and collaborate with a wider variety of people – Still have Deaf peers, self-contained classes Cons – Always have to rely on others (i.e. interpreters) in classroom settings – Transportation issues – Less exposure to Deaf culture???

My experience as a teacher in a mainstreamed program Pros – Work with a wide variety of people – I get to see the best of both worlds Cons – Only Deaf teacher of the Deaf in the school – Being left out of many things by the school

What my self-contained classes looks like We follow the NNHS curriculum with minor modifications (mostly related to language and some expectations) Small classes – 3 to 8 students

Stuff I wish I had known…