In their history of education for deaf people in the United States and Europe, Moores and Kluwin (1986) note that many elements of what educators today call 'mainstreaming,' are not new practices. For example, the earliest residential schools for deaf children were established as day schools. They were usually built in metropolitan areas, thus enabling a proportion of students to live at home. Other deaf children were educated within schools designed to serve primarily non-disabled students... This is an excerpt from Chapter 3 in the book "Integration, Myth, or Reality?"
Department, Program, or Center
American Sign Language and Interpreting Education (NTID)
Foster, Susan, "Educational programmes for deaf students: an inside perspective on policy and practice" (1989). The Falmer Press,Accessed from
RIT – Main Campus