China's learning in regular classrooms policy has expanded mainstream schooling for students with disabilities, including deaf and hard-of-hearing (D/HH) students. Yet placement does not necessarily ensure participation, learning, or belonging....
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Discussion
Signed responses from readers of the wire.
No actionable change for clinical audiologists — this is an educational policy analysis, but findings reinforce the importance of audiologists advocating for comprehensive support services beyond device fitting for pediatric patients placed in mainstream schools.
This paper highlights a gap between inclusion policy and real-world outcomes for deaf and hard-of-hearing children in mainstream education, which is relevant to audiology teams involved in pediatric aural rehabilitation and school placement counseling.
- 01Deaf and hard-of-hearing students in Chinese mainstream schools face challenges that go beyond the question of physical access to classrooms.
- 02Placement in regular classrooms does not automatically result in adequate academic or social participation.
- 03The study examines China's national mainstreaming policy and its real-world implementation.
- 04Findings suggest systemic gaps in support services for deaf/hard-of-hearing students in mainstream settings.
- 05Results are specific to the Chinese educational context and may not generalize to other countries.
Access to mainstream schooling alone is insufficient to ensure positive educational outcomes for deaf and hard-of-hearing students in China.
studysupported- PMID
- 42905441
- DOI
- 10.1093/jdsade/enag073.
- Journal
- Journal of Deaf Studies and Deaf Education
- Publication type
- research_article
- Evidence level
- 2b
- Population
- Deaf and hard-of-hearing students enrolled in Chinese mainstream (regular) schools
- Intervention
- Mainstream school placement policy for deaf and hard-of-hearing students in China
Primary outcomes
Academic placement experiences; Social and educational outcomes in mainstream classroom settings
