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Journal of Deaf Studies and Deaf Education 7:3 2002
© 2002 Oxford University Press

Theory/Review Articles

Inclusion of Students Who Are Deaf or Hard of Hearing in Government Schools in New South Wales, Australia: Development and Implementation of a Policy

Linda J. Byrnes

The University of Melbourne

Jeff Sigafoos

University of Texas at Austin

Field W. Rickards and P. Margaret Brown

The University of Melbourne

The inclusion of students who are deaf or hard of hearing in Department of Education and Training (government) schools in the state of New South Wales, Australia, is supported through a policy known as the Special Education Policy (NSW Department of School Education, 1993). The policy is operational for all students with disabilities, learning difficulties, or behavior disorders, regardless of their educational provision. This article focuses on how the policy and continuum of services have developed and the attitudes of stakeholders toward both policy and practice. The article begins by framing the policy in terms of legal mandates and then gives an overview of current educational provisions, followed by a discussion of attitudes toward inclusion as held by stakeholders in New South Wales government schools. The article concludes by attempting to assess the potential effects of both policy and practice on students who are deaf or hard of hearing.

Correspondence should be sent to Linda Byrnes, Department of Learning and Educational Development, Faculty of Education, The University of Melbourne, Victoria, 3010 Australia (e-mail: l.byrnes{at}pgrad.unimelb.edu.au).

Received July 26, 2001; revised December 13, 2001; accepted December 30, 2001


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