Looking Ahead While
What are the implications of research for parents, teachers, and others involved in educating deaf students?
What have we learned about teaching deaf students in inclusive environments?
In the preceding chapters, we have seen that a remarkable amount of progress has been made over the past 30 years toward understanding the impact of deafness on learning and development. Bringing together educational and research findings from diverse disciplines, we have endeavored to explain the current state of the art with regard to raising and educating deaf children, as well as some historical bases for contemporary approaches to deaf education. In describing research relating to educational foundations and teaching-learning processes, we have seen that providing parents with balanced and accurate information, continued research efforts, and professional development for teachers are vital parts of the educational futures of deaf students.
At the end of each chapter, we have summarized significant findings and developments. Rather than attempting to provide an additional summary here, we reiterate some of the general themes of this book and the major implications for parents, teachers, and others involved in educating deaf students.
Probably the most general and salient theme of this book is that the deaf learner should not be viewed as a hearing learner who cannot hear. It is often tempting, for reasons of either