Social Integration of the Deaf : A Review of American Deaf Day-School Studies

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  • アメリカ通学制聾学校における聾者の社会的統合 : その歴史研究の動向と課題
  • 研究時評 アメリカ通学制聾学校における聾者の社会的統合--その歴史研究の動向と課題
  • ケンキュウ ジヒョウ アメリカ ツウガクセイ ロウ ガッコウ ニ オケル ロウシャ ノ シャカイテキ トウゴウ ソノ レキシ ケンキュウ ノ ドウコウ ト カダイ

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Abstract

The present article examines the social integration of the deaf, which was one important educational purpose of public day schools for the deaf that were established during the end of the 19th century and in early 20th century America. Social integration of the deaf can be considered in relation to three issues: their integration into the business world, their integration into the hearing society, and their integration into the deaf culture. The present article also examines how these matters were reflected in the school curricula and realized after graduation. First, vocational education in day schools was not fully studied, especially in comparison to residential school education and public school education. Additionally, acquisition of new vocational skills, such as communication skills that would be needed in the industrialized cities of the time, was less emphasized. Second, the issue of integration into hearing society was more highly studied than the other two issues. The generally accepted explanation is that integration of deaf students into classes of pupils without hearing impairments, and their social adjustment in local communities, were, in fact, restricted. Although day-school advocates did not encourage deaf students to interact with other people who were deaf, they did not prohibit them from engaging in such interactions. Some instances were noted that suggested that day-school or orally educated graduates wanted their own deaf organizations, and wanted to participate in the local deaf community. In further study of remaining issues, in order to compensate for the lack of professional and historical sources, original sources, including local school newspapers and other informal publications printed by deaf schools and others in the deaf community, should be used so that schools in different cities can be compared.

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