ABSTRACT
The purpose of this study was to investigate the research that has addressed the effect of inclusion of d/Deaf and hard of hearing students (d/Dhh) in general education classrooms. Three questions are addressed: 1) How do researchers’ perceptions of d/Dhh students’ inclusion differ? 2) To what extent are the research findings associated with d/Dhh students’ inclusion consistent or inconsistent? and 3) What suggestions have been made to enhance d/Dhh students’ inclusion? This study used a qualitative meta-analysis method and collected, summarised, and analysed 34 scholarly works from 1993 to 2020 on the topics of d/Dhh students’ language and literacy, as well as their social and academic development of d/Dhh students in inclusive education classrooms. The paper discusses major findings, recommendations for practice, suggestions for future research, and limitations of the review.
Disclosure Statement
No potential conflict of interest was reported by the author(s).