AN INCLUSIVE APPROACH FOR THE DEAF/deaf: A FALLACY?

Sofia Oliveira

Sofiamarquesmano_oliveira@clix.pt

Escola Secundária Avelar Brotero, Coimbra, Portugal

Paper presented at the 2003 ECER Conference

Hamburg, Germany, 18h September 2003

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AN INCLUSIVE APPROACH FOR THE DEAF/deaf: A FALLACY?

Sofia Oliveira 

Escola Secundária Avelar Brotero, Coimbra, Portugal

Abstract

The goal of an inclusive policy is to ensure that pupils with special educational

needs have full access to the curriculum, bearing in mind their broader educational

and social needs (Watson and Parsons, 1999). 
Most deaf people consider themselves as different and not as disabled. They are
culturally deaf and consequently they perceive themselves as a linguistic and cultural
minority group with their own language and culture.
Portugal, along with other countries, namely European, follows an inclusive policy.
Accordingly, an inclusive approach for pupils with special educational needs, namely
Deaf/deaf pupils, is being implemented.
Nevertheless, according to the researcher belief there is a lack of teachers’
awareness of the meaning of inclusive education and even of being Deaf/deaf, at least
from what it means from a theoretical point of view.
So, it seemed fruitful for the fields of inclusive education and of educational
research to study the features of a so-called inclusive school and, particularly, of an
inclusive classroom in order to evaluate if the claimed inclusive approach, in relation
to deaf pupils, is a fallacy or not.
Some implications of the study can be drawn for educational research and for the
field of Deaf Studies, especially for teacher education.

Sofia Oliveira, 2003
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AN INCLUSIVE APPROACH FOR THE DEAF/deaf: A FALLACY?

Sofia Oliveira 

Escola Secundária Avelar Brotero, Coimbra, Portugal

Introduction and Theoretical Underpinnings

The main goal of an inclusive policy, a current European trend, is to ensure that
pupils with special educational needs have full access to the curriculum, bearing in
mind their broader educational and social needs and, consequently, to ensure that they
receive the necessary assistance in order for them to achieve their educational
potential and, consequently, to be valued for the contribution that they can make to
the school community (Watson and Parsons, 1999, p.135). That is, the goal is
eventual maximum empowerment, independence and participation in the wider
society, through high levels of academic and social achievement (Powers, 1999,
p.35).
Portugal, along with other countries, namely European, follows an inclusive
policy. Consequently, a report of the Portuguese Council of Education states “In the
case of pupils with special educational needs (…) inclusive education has become the
most simple and impressive formula to designate the opportunities for socialization,
of learning, of using potential talents, in schools as well as in society” (Macedo,
1999, p.9). Accordingly, an inclusive approach for pupils with special educational
needs, namely Deaf/deaf pupils, is being implemented.
Nevertheless, according to the researcher belief, based on a practical
knowledge, there is a lack of teachers’ awareness of the meaning of inclusive
education and even of being Deaf/deaf, at least from what it means from a theoretical
point of view.
Most deaf people consider themselves culturally deaf and consequently they
perceive themselves as a linguistic and cultural minority group with their own
Sofia Oliveira, 2003
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language and culture. Deaf children, however, are not a homogeneous group, and
many factors, not only their hearing loss, need to be taken into account when
discussing their education (Gregory et al, 1999).
Inclusive schools must recognise and respond to the diverse needs of their
pupils, accommodating both different styles and rates of learning and ensuring
quality education to all through appropriate curricula, organisational arrangements,
teaching strategies, resource use and partnerships with their communities

(Manivannan, 1999). So, in order to promote inclusive education for deaf pupils,

there is a need to recognize their status of different and not of disabled, the
contributions of the advances in technology for their learning (from note-taking
computers to the simple flashing lights) and the importance of sign language as a
mean of promoting and facilitating the transmission of knowledge and yet, of cultural
identity.

Purpose of the Study

It seemed fruitful for the fields of inclusive education and of educational

research to study the features of a so-called inclusive school and, particularly, of an
inclusive classroom in order to evaluate if the claimed inclusive approach, in relation
to deaf pupils, is a fallacy or not.

Methodology

A case study research was developed.

The data were gathered based on interviews of the teachers of Deaf/deaf pupils
and of the headmaster of the school and on observation. The guidelines for the
observations and interviews took into account some theoretical criteria underlying the
meaning of an inclusive approach. Modes of communication, school and classroom
settings, attitudes and beliefs of the teachers, curricular approaches and school
improvement strategies were some of the aspects focused (Mertens, 1997).

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The interviews were carried out with the headmaster of the school as well as
three teachers that interacted with the deaf pupils on a daily basis. One of the teachers
was an experienced, specialized, teacher of the deaf, another was an experienced, not
specialized, mainstream teacher and the third one was a novice mainstream teacher.
A content analysis of the observation records and of the answers to the
questions of the interview guide was performed.

Findings

There are no signs or flashing lights to warn deaf pupils about, for example,
the beginning or end of classes. Practically, no one from the staff knows sign
language. The teachers only know, if at all, the basis communication signs, which are
clearly not enough for teaching.
There are no interpreters, only exceptionally and booked well in advanced, and
even, it is questioned if they are favourable for the deaf pupils, if they do not disrupt
the class and even if the mainstream teacher accepts them.
The classroom setting is inadequate. The layout of the room is similar to the
one implemented in classes with only hearing pupils, with rows of tables in front of
each other. This is even more inappropriate as there are no mixed classes but just deaf
pupils classes. Hence, classes with deaf and hearing pupils, or even special needs
classes, do not exist. As a consequence deaf pupils feel isolated.
The deaf pupils only socialize  among themselves;  nevertheless  they do not

belong to the Deaf Community. They do not even know it exists. The deaf pupils are

not   aware  of   the   Deaf   Culture   and   neither   are  the   teachers,   the   school   staff,  the

parents or the hearing pupils. The expectations about the deaf pupils are not only

lowered   by   the   teachers   as   a   consequence   of   the   way   the   school   curriculum   is

adapted, but by themselves because they do not have role models and consequently

they do not know they can go further. They are not aware of their potentialities and

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feel unable to build their identity as Deaf. The deaf pupils are isolated within the

school as well as among themselves as they are not aware of the richness of the Deaf

World and of the Deaf Community. 
The attitudes and beliefs of the teachers interviewed by the researcher reveal
paternalism, protection and well meaning condescendence regarding deaf pupils. For
the teachers, the deaf pupils are disabled and consequently they cannot achieve the
same goals as the hearing. However, they believe that the deaf are able to concentrate
more than the hearing, that they are more creative, that their vision is more accurate
and that they are more sensitive. The teachers use this misconception to explain why
they are good at disciplines such as drawing and geometry.
The headmaster has little contact with the deaf pupils and tries not to get
involved. She revealed to know almost nothing about their situation in the school and
she was only able to tell in which school setting the deaf pupils were by consulting
her records. She did not refer any particular school improvement strategy.
The specialized teacher of the deaf is ambivalent between what she knows in

theory about inclusion and what she actually does at the school and the strategies that

she implements and the notions that she has about deafness and deaf people and their

abilities.   For   example:   she   states   “inclusive   education   exists   when   the   school   is

adjusted to the pupils, that is, teachers practices must be adapted and a whole set of

resources (material and human) must be present in order to ensure that the deaf pupils

achieve the goals of the mainstream curriculum” but, later on, she adds “both the

parents and the deaf pupils have to be confronted with the disability and with the

limitations   of   deafness.   We   (the   school)   advise   the   deaf   pupils   to   follow   a

professionalisation route because, generally, they are not successful in an educational

one”. 

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The non-specialized mainstream teacher knows little or nothing about

inclusion “and only follows the directions that the specialized teacher gives her” as
well as implementing other strategies used years before with all the other deaf pupils
that she as already taught. Still, she believes that the deaf pupils are not able to do
more than they already do.
The novice mainstream teacher, in spite of knowing nothing about inclusion,
believes in the deaf pupils and that they are able to do much more. She believes “that
with the adequate strategies and enough time dedicated to each pupil they can go
further beyond what we can imagine and they can amaze us all”. She seems to agree
with Powers (1996) when the author states that inclusion is an attitude, not a place.

Conclusions and Implications of the Study

Neither school or classroom settings, modes of communication used, attitudes

and beliefs of the teachers, curricular approaches and school improvement strategies
seem to reveal an inclusive approach.
The researcher agrees with Watson and Parsons (1999) when they state that
“teachers in supporting roles felt obliged to make themselves as unobtrusive as
possible and to attempt to minimise the demands made on mainstream staff”(p.136).
Still, instead of adapting the activities and the methods used so that all pupils, with or
without special educational needs, can achieve the same, regardless of their
“disability”, the curriculum is adapted based on the principle that these pupils cannot
achieve the same as other and consequently lowering the expectations from the
beginning. Consequently, they do not try to conceive different ways of achieving the
same learning outcomes. So, it seems that there is a misunderstanding that deserves
to be clarified about the meaning of adapting the curriculum.
The researcher also feels that there is a lack of awareness about deafness and
about deaf culture with implications in the way the educational community interacts
with the deaf pupils. Nevertheless, this lack of awareness is not just from the hearing
part (colleagues; mainstream teachers; school staff) but also from the deaf pupils
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themselves, as they do not even know that the Deaf Community exists. This lack of
awareness, which is dissimulated by the word “inclusion”, contributes for the
isolation of the deaf pupils side by side with the hearing giving them a strong feeling

of loneliness. Consequently, there is a serious need for future   professional

interventions   so   that   the   professionals   from   the   educational   field   gain   a   greater

awareness on Deaf/deaf issues.
Summarizing, after conducting the study the researcher realised that the lack of
teachers’ awareness about the meaning of inclusive education and even of being
Deaf/deaf is not only from a theoretical point of view but also from a practical one.
Most of the features expected to encounter and that reveal an inclusive approach have
not been identified. At least in the school where the study was carried out, the
inclusive approach seems to be an illusion or a fallacy.

Further Studies

As a follow up study the researcher is developing a case study research giving

an increased attention to the deaf pupils’ points of view gathering evidence of what is

the experience of being Deaf/deaf in a so­called inclusive school and, particularly, in

an   inclusive   classroom,   privileging   the   Deaf/deaf   voices.   Furthermore,   the   data

collected from both groups (hearing and deaf) will be analysed in order to enlight the

eventual dissonance and its consequences between both perspectives.

References

Gregory, S., Knight, P., McCracken, W., Powers, S. and Watson, L. (1999). (eds.).
Issues in Deaf Education. (p.135-142). London, UK: David Fulton Publishers.

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Macedo, B. (1999). Nota Prévia. In Uma Educação Inclusiva a partir da escola que
temos [Inclusive Education from the school that we have]. Lisbon, Portugal:
Conselho Nacional de Educação, Ministério de Educação.
Manivannan,   M.   (1999)  Inclusive Education for Disabled Children.  Associate

Publication of Asia Pacific Disability Rehabilitation Journal. 2 1

  Mertens,   D.   (1997).  Research   Methods   in   Education   and   Psychology.  London,

U.K.: Sage Publications, Inc. 
Powers, S. (1996). Inclusion is an attitude not a place: part 1.Journal of the British
Association of Teachers of the Deaf (20), 2, p.35-41.
Watson, L. and Parsons, J. (1999). Supporting deaf pupils in mainstream settings. In
Gregory, S., Knight, P., McCracken, W., Powers, S. and Watson, L. (eds.). Issues in
Deaf Education. (p.135-142). London, UK: David Fulton Publishers.

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APPENDIX A

Interview Guide

1. Please characterize the deaf pupils (of the school) with who you work. How
many are they? When have they become deaf? Their parents are deaf or
hearing? What is the pupils preferred mode of communication?
2. Do the deaf pupils consider themselves as belonging to a community with
specific characteristics? That is, with specific values, history and language?
3. Is the use of Portuguese Sign language (Lingua Gestual Portuguesa-LGP)
encouraged in the school?
4. Do the deaf pupils teach LGP to the hearing, including colleagues, teachers and
staff?
5. How do you define, in general, the school achievement of the deaf pupils?
6. Describe, according to you, what is the average school achievement of the deaf
pupils when leaving school? Deaf pupils generally leave school in which
grade?
7. Which routes are advised to the deaf pupils? An educational or professional
one? Why? Who makes those decisions? Based on which information?
8. What happens if the deaf pupils choose a route that has not been advised?
9. What happens if some deaf pupils desire to progress in their studies, at
University level?
10. Which school policy would you advocate for the integration of deaf pupils in
this school, considering the set of options and approaches that seem realistic
and useful for you?
11. What is the meaning of Inclusive Education for you?
12. What are the key characteristics of an inclusive school?
13. What are the key aspects that can transform the schools that we have in
inclusive schools?

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14. What approaches can help schools to show respect for differences? Are there
ways in which teachers can be taught to be more empathetic? Consider some
ways that could be usefully applied in schools.
15. Where are the main challenges for effective inclusive education in relation to
parental expectations?
16. Give concrete examples of how the schools can value the different ways of
learning?
17. Do you think that a commitment to inclusive education implies a re-evaluation
of priorities within the existing mainstream curriculum?
18. Are there any specific ways in which the curriculum can be adapted to be more
inclusive? Give examples of good practice and decide why they are “good
practice”.
19. Are there some strategies implemented by the teachers to help deaf children
that might be usefully applied to other children within an average mainstream
classroom?
20. What aspects of pedagogy can be used by either a skilled teacher or by a
learning support assistant?
21. In what ways can a merging of special educational needs and mainstream
pedagogies enrich the learning experiences of all learners (deaf and hearing)?
22. How do you ensure that everyone is working collaboratively?
23. Which criteria prevail when deciding where to place a deaf pupil, in a
mainstream class or in a special class? Who makes these decisions?
24. Do deaf pupils attend all disciplines? What are the criteria to make these
decisions? Who makes them?
25. Consider arguments for and against the value of withdrawing deaf pupils from
mainstream provision in order to get intensive support. A mixture of both-
whole class differentiated teaching and some individual withdrawal support- is
compatible with an inclusive ideology?

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26. Does deaf schooling only involve teaching and assessment or does it need to
recognize and be sensitive towards the social, economic and cultural
complexities of the Deaf community?

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