The Inclusion of Deaf and Hard-of-Hearing Students - Overview of Inclusive Education Challenges and Communication

Oct 15, 2026

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Deaf and hard-of-hearing (DHH) students have historically been educated in segregated settings, and inclusion shifts education into non-segregated schools where needs are met within the regular classroom. The work outlines challenges for students and all stakeholders, emphasizing communication, social development, and academic progress. Success depends on coordinated teacher and administrator efforts, genuine administrative commitment, positive attitudes, training, and support for communication modes that sustain language access and meaningful relationships.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Abstract

Background: Inclusion vs. Segregation

Building Positive Attitudes in Inclusive Programs

Administrative Support and Deaf Culture

Communication Skills and Language Acquisition

Incidental Learning and Interpreter Support

Social Development in Inclusive Settings

REFEREED ARTICLE The Inclusion of Deaf and Hard-of-Hearing Students Nicole Lehmann Abstract Students who are deaf or hard-of-hearing (DHH) have long been educated in segregated settings. The move toward inclusion now means that DHH students may choose to have their educational needs met within a non-segregated setting. Challenges face all stakeholders. Students who are DHH may experience significant needs in the areas of communication, social development and academics. Teachers and administrators must work together to model acceptance and provide a positive and successful educational experience. For many years, children who are deaf or hard-of-hearing (DHH) have been educated in school settings separate from their hearing peers. Some governments and educators now believe that the concept of inclusion may provide the best education for DHH students. Mandated educational inclusion policies have translated into changes in elementary and secondary schools. There are many issues that must be addressed if school divisions are to be truly prepared to adopt the philosophy and practice of inclusion. Positive teacher attitudes toward hearing impairment translate into classroom experiences that develop positive attitudes for all students successful inclusion of DHH students at the classroom level requires genuine administrative commitment and support, with a focus on developing the students’ skill in communication, social development, and academics. Successful inclusion models thus provide for the education of the whole child. Inclusion is not simply a government policy; inclusion encompasses the attitudes and behaviours of hearing staff, DHH students, and their peers (Hung & Paul, 2006) . It is the teachers’ responsibility to address negative student attitudes through positive classroom experiences. Despite the obvious differences, DHH students share many similarities with their hearing peers (Marschark et al. , 2011) . These similarities must be fostered by classroom teachers in order to increase the closeness between DHH and hearing students, which results in more positive attitudes (Hung & Paul, 2006) . Teachers’ attitudes have a direct influence on the success of an inclusive program (Eriks-Brophy et al. , 2006) . The attitudes and behaviours of the school stakeholders are crucial to developing positive attitudes of all students toward hearing impairment. The attitude of the administration must be sincerely positive and supportive, not simply the rhetoric of acceptance. This difference between rhetoric and action is considered “oppressive niceness”(Slobodzian, 2009, p. 187) . Administrative support of inclusive programming, training of staff, and embracing Deaf culture impacts the success of the inclusion model (Furlonger et al. , 2010) . Administrative support for inclusion is a requirement for success. Developing the communication skills of DHH students is of paramount importance in their education. Hearing loss has a negative effect on the acquisition of speech and language skills (Thagard et al. , 2011) . Students with severe hearing loss do not hear speech at normal speaking levels and have delays in language acquisition. These students are difficult to understand when they speak (Manitoba Education, Citizenship and Youth [MECY], 2009) . It is important to understand that speech and language are different: speech is making sounds with the voice, and language is putting words and sentences together to create meaning. The skills necessary for effective communication profoundly influence the language, social, and incidental learning experiences of DHH students (Bowen, 2008) . Language, whether spoken or signed, is crucial because it is essential for interactions between people (Kelman & Branco, 2009) . Relationships between people are built on communication (Wilkens & Hehir, 2008) . For DHH students, this communication is a lifelong challenge, affecting social relationships and academic success. Delays exist in t

FAQs

What does inclusion mean for DHH students in school settings?

Inclusion means DHH students can receive educational support within non-segregated settings alongside hearing peers. The approach requires meeting communication, social, and academic needs in the regular school environment.

What stakeholder challenges are highlighted for successful inclusion?

DHH students may face significant communication, social development, and academic challenges. Teachers and administrators must collaborate to model acceptance and create positive classroom experiences.

Why is administrative support described as essential?

Administrative support is portrayed as more than rhetoric of acceptance; it includes training staff and embracing Deaf culture. This support is presented as a requirement for successful inclusive programming.

Oct 15, 2026

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