A systematic literature review to explore the impact of using signed languages on the inclusion of D/deaf and hard-of-hearing (DHH) children

Abstract

This dissertation focuses on the inclusion experienced by Deaf and hard-of-hearing (DHH) pupils within an international context. It conducts a systematic review of literature which examines the current practice in the global education of DHH children. Additionally it interrogates the inclusivity of different education modalities in relation to the barriers faced by DHH students. It offers conclusions regarding the efficacy and requirements of the bimodal bilingual education programmes found in various international situations as well as other interventions designed to improve the achievement and inclusion of DHH learners. The conclusions suggest the importance of early intervention with DHH children as well as suggesting a need to capitalise on advances in technology to improve the inclusion and achievement of DHH learners. Finally, it offers implications for future research and practice based on the findings of this review, recognising in particular, the need for further research within a UK – and specifically a Scottish - context.