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Journal of Deaf Studies and Deaf Education, Vol 4, 203-214, Copyright © 1999 by Oxford University Press

ARTICLES

Empirical paper. The roles of special educators and classroom teachers in an inclusive school

S Antia
University of Arizona, College of Education, PO Box 210069, Tucson, AZ 85721-0069, USA; e-mail: santia@u.arizona.edu.

The research examined one school's attempts to include and integrate deaf and hard-of-hearing children. Interviews with teachers and observations of classrooms over a 3-year period revealed the critical roles played by the special educators and the classroom teachers. The responsibilities of the special educators, the adaptations and accommodation made by the classroom teachers, issues regarding ownership and attitude of the classroom teachers, perceptions of the special educator role, and specific areas of concern expressed by the special educators and classroom teachers are described.
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This article has been cited by other articles:


Home page
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S. Reed, S. D. Antia, and K. H. Kreimeyer
Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors
J. Deaf Stud. Deaf Educ., March 15, 2008; (2008) enn006v1.
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