Abstract
Systematic education organised via institutional spaces for deaf and hard-of-hearing (D/HH) children began in the late eighteenth century and flourished through the nineteenth century. While these schools pre-dominantly used Sign Language in instruction, by the beginning of the twentieth-century Sign Language had almost completely disappeared in the instruction of D/HH students in schools across Europe and the USA. Teachers who were themselves D/HH and had been working alongside their hearing colleagues for over a century became redundant in the deaf education system.
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© 2012 Elizabeth S. Mathews
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Mathews, E.S. (2012). Mainstreaming and the Subjectification of Deaf and Hard-of-Hearing Children. In: Educational Diversity. Palgrave Macmillan, London. https://doi.org/10.1057/9781137271129_4
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DOI: https://doi.org/10.1057/9781137271129_4
Publisher Name: Palgrave Macmillan, London
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