CHALLENGES FACED BY THE SCHOOL MANAGER IN THE INCLUSIVE EDUCATION OF DEAF STUDENTS

Abstract

in the last decade, there has been significant attention to the inclusion of young people with disabilities, aiming to ensure that they have access to a quality of life and a high-quality education, rights that are their right. These rights are guaranteed by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities, which recognizes that education should be accessible and inclusive, without discrimination and based on equal opportunities. However, despite the global focus on inclusion and the great academic interest in the topic, there is still a large gap between policies, practice and results. The problem is that there does not seem to be a definitive policy statement that effectively describes the concept of inclusion for children and young people with disabilities, particularly deaf and hard-of-hearing students. Much of the literature on inclusion lacks a clear conceptual focus and can sometimes be polarized, depending on the perspective of policymakers, administrators, and advocacy organizations. Without a solid, evidence-based conceptual and practical framework, practice will remain inconsistent and variable. The diversity of the needs of deaf or hard-of-hearing learners undoubtedly contributes to the challenges in identifying a robust, evidence-based framework for effective inclusion. The inclusion of young people who are deaf or hard of hearing encompasses more than simply accessing the curriculum and keeping up with their hearing peers. It goes beyond using one language or mode of communication over another or enrolling in a specific educational environment. Too often, inclusion policies for deaf and hard-of-hearing learners focus on a set of prescriptive adaptations in the classroom, including levels of intervention, assistive technology, development of Individual Education Plans, and determination of funding and support needs based on functional skills assessments. While these adaptations are appropriate and effective, there needs to be more evidence that these policies articulate strategies that address the social, emotional, and well-being needs of deaf and hard-of-hearing youth. On the one hand, many administrators and educational policymakers argue that inclusive education is a multifaceted concept that involves aspects such as school allocation, architectural design, pedagogy, curricular and learning environment adaptations, and evaluation, among others. For students who are deaf or hard of hearing, these adaptations may also include assistive technology, access to subtitles and sign language interpreters, and optimized classroom acoustics. As educators of deaf and hard-of-hearing students, we need to clarify the attitudes of governments, school principals, teachers, and communities if we are to achieve exemplary practices