No single book currently available in either the U.K. or the U.S. brings together such a blend of theory, research and practice in relation to the support of deaf students in higher education. The range of contributors, their national and international reputations in this field, and the innovative nature of the diverse materials gathered here will ensure this volume’s place as an indispensable resource. Focusing predominantly on the U.K., this book will also be relevant to a wider international audience in a field seeking to establish global networks.
The model of support developing in the U.K. and described in these chapters, represents a significant shift in practice, from that founded on the now widely discredited medical perspective, to one reflecting a social framework.
In the U.S., the catalyst for this change has been the Americans with Disabilities Act of 1990, whilst in the U.K., this shift is mirrored in the Disability Discrimination Act, 1995, most notably within Part IV (Special Educational Needs and Disability Act :2001, enforced 2002), which requires educational institutions to monitor entry, progression and outcomes for deaf students. In the wake of this, it is expected that deaf students will enter a wider range of institutions in increasing numbers. The consequent demand for these establishments to become inclusive, proactive, consultative and anticipatory in their support for deaf students will ensure that this book is welcomed as comprehensive and essential reading.
With contributions from researchers and practitioners, and including personal testimony from undergraduate and postgraduate deaf students, this volume offers illuminating and fresh perspectives on the many elements of good practice and quality provision.
Paperback 288 pages October 2007 |
