Stephen Powers

This article considers some of the student and family factors influencing the educational achievements of deaf children. It is based on a study of 16-year-old deaf students in mainstream schools in England. Findings indicate the complexity of interpreting statistical results, especially on the effect of degree of hearing loss. The discussion addresses the specific question of why this factor is often reported as not significant in academic achievement. It also considers the surprisingly low effect of family socioeconomic status, speculates on the size of the “school effect” in deaf education, and considers the coding of data.

This article considers the different ways that inclusion is conceived in the United Kingdom by government, teachers, and academics. I contend that a concept of inclusion based primarily on the notion of students with special educational needs being in mainstream schools is unhelpful to educators of deaf children and that a broader concept is needed. A working definition of inclusion is presented based on a system of values. I suggest “indicators of inclusion for deaf students” and illustrate with examples of practice. Some basic information on the education of deaf children in the United Kingdom is included.