The illusion of choice in inclusive education

References

• Allen, John. 2003. Lost Geographies of Power. RGS-IBG Book Series. Oxford: Blackwell Publishing.
   Google Scholar
• Antia, Shirin D., Susanne Reed, and Linda Shaw. 2011. “Risk and Resilience for Social Competence: Deaf Students in General Education Classrooms.” In Resilience in Deaf Children: Adaptation Through Emerging Adulthood, edited by Debra H. Zand, and Katherine J. Pierce, 139–167. Heidelberg, New York: Springer.
   Google Scholar
• Bagley, Carl, Philip A. Woods, and Glenys Woods. 2001. “Implementation of School Choice Policy: Interpretation and Response By Parents of Students With Special Educational Needs.” British Educational Research Journal 27 (3): 287–311.
   Web of Science ®Google Scholar
• Bourdieu, Pierre. 1991. Language and Symbolic Power. Cambridge: Harvard University Press.
   Google Scholar
• Byrne, Bronagh. 2019. “How Inclusive is the Right to Inclusive Education? An Assessment of the UN Convention on the Rights of Persons With Disabilities’ Concluding Observations.” International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1651411.
   Web of Science ®Google Scholar
• Calderon, Rosemary. 2000. “Parental Involvement in Deaf Children’s Education Programs as a Predictor of Child’s Language, Early Reading, and Social-Emotional Development.” The Journal of Deaf Studies and Deaf Education 5 (2): 140–155.
   PubMedGoogle Scholar
• Caselli, Naomi K., Wyatte C. Hall, and Jonathan Henner. 2020. “American Sign Language Interpreters in Public Schools: An Illusion of Inclusion That Perpetuates Language Deprivation.” Maternal and Child Health Journal 24: 1323–1329.
   PubMed Web of Science ®Google Scholar
• Coleman, James S. 1988. “Social Capital in the Creation of Human Capital.” American Journal of Sociology 94: S95–S120.
   Web of Science ®Google Scholar
• Commissie Struyf. 2019. Evaluatie van het nieuwe ondersteuningsmodel [Evaluation of the new support model]. https://onderwijs.vlaanderen.be/nl/evaluatie-van-het-ondersteuningsmodel-specifieke-onderwijsbehoeften.
   Google Scholar
• Cooper, Paul, and Barbara Jacobs. 2011. From Inclusion to Engagement: Helping Students Engage With Schooling Through Policy and Practice. Hoboken, NJ: Wiley Blackwell.
   Google Scholar
• Davidson, K., Diane Lillo-Martin, and Deborah Chen Pichler. 2014. “Spoken English Language Development Among Native Signing Children With Cochlear Implants.” Journal of Deaf Studies and Deaf Education 19: 238–250.
   PubMed Web of Science ®Google Scholar
• De Meulder, Maartje, and Joseph J. Murray. 2017. “Buttering Their Bread on Both Sides? The Recognition of Sign Languages and the Aspirations of Deaf Communities.” Language Problems & Language Planning 41 (2): 136–158.
   Web of Science ®Google Scholar
• Florian, Lani. 2019. “On the Necessary Co-Existence of Special and Inclusive Education.” International Journal of Inclusive Education 23 (7-8): 691–704.
   Web of Science ®Google Scholar
• Goodall, Craig. 2018. “Inclusion is a Feeling, Not a Place: A Qualitative Study Exploring Autistic Young People’s Conceptualisations of Inclusion.” International Journal of Inclusive Education 21 (2): 1–26.
   Google Scholar
• Hall, Wyatte C. 2017. “What You Don’t Know Can Hurt You: The Risk of Language Deprivation By Impairing Sign Language Development in Deaf Children.” Maternal Child Health 21: 961–965.
   PubMed Web of Science ®Google Scholar
• Hall, Matthew L., Wyatte C. Hall, and Naomi K. Caselli. 2019. “Deaf Children Need Language, Not (Just) Speech.” First Language, 39 (4): 1–29.
   Web of Science ®Google Scholar
• Hassanzadeh, S. 2012. “Outcomes of Cochlear Implantation in Deaf Children of Deaf Parents: Comparative Study.” The Journal of Laryngology & Otology 126: 989–994.
   PubMed Web of Science ®Google Scholar
• Humphries, Tom, Poorna Kushalnagar, Gaurav Mathur, Donna Jo Napoli, Carol Padden, Christian Rathmann, and Scott R Smith. 2012. “Language Acquisition for Deaf Children: Reducing the Harms of Zero Tolerance to the Use of Alternative Approaches.” Harm Reduction Journal 9 (1): 1.
   PubMedGoogle Scholar
• Kayess, Rosemary, and Jennifer Green. 2017. “Today’s Lesson is on Diversity.” In Routledge Handbook of Disability Law and Human Rights, edited by Peter Blanck, and Eilionóir Flynn, 53–71. Oxfordshire: Routledge.
   Google Scholar
• Kermit, Patrick Stefan. 2019. “Passing for Recognition - Deaf Children’s Moral Struggles Languaging in Inclusive Education Settings.” Deafness & Education International 21 (2-3): 116–132.
   Web of Science ®Google Scholar
• Komesaroff, Linda, and Margaret A. McLean. 2006. “Being There is Not Enough: Inclusion is Both Deaf and Hearing.” Deafness and Education International 8 (2): 88–100.
   Google Scholar
• Krausneker, Verena, Claudia Becker, Mireille Audeoud, and Darina Tarcsiová. 2020. “Bilingual School Education With Spoken and Signed Languages in Europe.” International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2020.1799325.
   Google Scholar
• Kusters, Marieke. 2017. “Intergenerational Responsibility in Deaf Pedagogies.” In Innovations in Deaf Studies. The Role of Deaf Scholars, edited by Annelies Kusters, Maartje De Meulder, and Dai O’Brien, 241–262. New York: Oxford University Press.
   Google Scholar
• Ladd, Paddy. 2003. Understanding Deaf Culture: In Search of Deafhood. Clevedon: Multilingual Matters Ltd.
   Google Scholar
• Mathews, Elisabeth S. 2017. Language, Power, and Resistance. Mainstreaming Deaf Education. Washington, D.C.: Gallaudet University Press.
   Google Scholar
• Matthijs, Liesbeth, Stefan Hardonk, Jasmina Sermijn, Martine Van Puyvelde, Greg Leigh, Mieke Van Herreweghe, and Gerrit Loots. 2017. “Mothers of Deaf Children in the 21st Century. Dynamic Positioning Between the Medical and Cultural–Linguistic Discourses.” The Journal of Deaf Studies and Deaf Education 22 (4): 1–13.
   Web of Science ®Google Scholar
• Mauldin, Laura. 2019. “Don’t Look At it as a Miracle Cure: Contested Notions of Success and Failure in Family Narratives of Pediatric Cochlear Implantation.” Social Science Medicine 228: 117–125.
   PubMed Web of Science ®Google Scholar
• Murray, Joseph J., Maartje De Meulder, and Delphine le Maire. 2018. “An Education in Sign Language as a Human Right? The Sensory Exception in the Legislative History and Ongoing Interpretation of Article 24 of the UN Convention on the Rights of Persons with Disabilities.” Human Rights Quarterly 40 (1): 37–60.
   Google Scholar
• Mitchiner, Julie Cantrell. 2014. “Deaf Parents of Cochlear-Implanted Children: Beliefs on Bimodal Bilingualism.” Journal of Deaf Studies and Deaf Education 20 (1): 51–66.
   PubMed Web of Science ®Google Scholar
• Norwich, Brahm. 2014. “Recognising Value Tensions That Underlie Problems in Inclusive Education.” Cambridge Journal of Education 44 (4): 495–510.
   Web of Science ®Google Scholar
• Parsons, Sarah, Ann Lewis, and Jean Ellins. 2009. “The Views and Experiences of Parents of Children With Autistic Spectrum Disorder About Educational Provision: Comparisons With Parents of Children With Other Disabilities from an Online Survey.” European Journal of Special Needs Education 24 (1): 37–58.
   Google Scholar
• Pirone, John S., Jonathan Henner, and Wyatte C. Hall. 2018. “American Sign Language Interpreting in a Mainstreamed College Setting.” In Deaf Eyes on Interpreting, edited by Thomas K. Holcomb, and David Harry Smith, 45–57. Washington, DC: Gallaudet University Press.
   Google Scholar
• Priestley, Karen, Charlotte Enns, and Shauna Arbuckle. 2018. “Altering Practices to Include Bimodal-Bilingual (ASL-Spoken English) Programming At a Small School for the Deaf in Canada.” Journal of Deaf Studies and Deaf Education, 23 (1): 82–94.
   Web of Science ®Google Scholar
• Ramberg, Joacim, A. Lénart, and Amanda Watkins. 2018. European Agency Statistics on Inclusive Education: 2016 Dataset Cross-Country Report. Odense, Denmark.
   Google Scholar
• Reuter, Katja. 2017. “UNCRPD Article 34 and the UNCRPD Committee’s General Comment No. 4 on the Right to Inclusive Education: An EUD Perspective.” In UNCRPD Implementation in Europe: A Deaf Perspective, edited by Katja Reuter, 49–67. Brussels: European Union of the Deaf.
   Google Scholar
• Russell, Debra. 2007. “Inclusion or the Illusion of Inclusion: A Study of Interpreters Working With Deaf Students in Inclusive Education Settings.” Paper presented at Critical Link 5: Interpreters in the Community Conference, Sydney, Australia, April 12-14.
   Google Scholar
• Singleton, Jenny, Gabrielle Jones, and Shilpa Hanumantha. 2014. “Toward Ethical Research Practice With Deaf Participants.” Journal of Empirical Research on Human Research Ethics 9 (3): 59–66.
   PubMed Web of Science ®Google Scholar
• Snoddon, Kristin, and Joseph J. Murray. 2019. “The Salamanca Statement and Sign Language Education for Deaf Learners 25 Years On.” International Journal of Inclusive Education 23 (7-8): 740–753.
   Web of Science ®Google Scholar
• Swanwick, Ruth, Jess Elmore, and Jackie Salter. 2019. “Educational Inclusion of Children Who Are Deaf or Hard of Hearing and from Migrant Roma Families: Implications for Multi-Professional Working.” Deafness & Education International, 23 (1): 1–18.
   Web of Science ®Google Scholar
• UNIA. 2019. Naar een Inclusief Onderwijssysteem in België. Inspiratie en voorbeelden [Towards an Inclusive Education System in Belgium. Inspiration and examples]. https://www.unia.be/files/Documenten/Publicaties_docs/Naar_een_inclusief_onderwijssysteem_in_Belgi%C3%AB_2019.pdf.
   Google Scholar
• Warnock, M. 2005. Special Educational Needs: A new Look. London: Philosophy of Education Society of Great Britain, Impact Series N. 11.
   Google Scholar
• Wathum-Ocama, J., and S. Rose. 2002. “Hmong Immigrants’ Views on the Education of Their Deaf and Hard of Hearing Children.” American Annals of the Deaf 147 (3): 44–53.
   PubMed Web of Science ®Google Scholar
• World Federation of the Deaf. 2018. WFD Position Paper on Inclusive Education. https://wfdeaf.org/wp-content/uploads/2018/07/WFD-Position-Paper-on-Inclusive-Education-5-June-2018-FINAL-without-IS.pdf.
   Google Scholar