Deafness, Disability and Inclusion: the gap between rhetoric and practice

This article provides a critique of the interpretation and practice of educational inclusion, particularly in respect of deaf children. It is argued that the inclusion agenda, as presently realised, does not incorporate the fundamental paradigm shift required to bring about equity and social inclusion for deaf children. Superficially ‘inclusive’ practices, such as the attendance of deaf children at mainstream schools, often simultaneously deny the linguistic rights of deaf children and thus fail to ensure either full access to the curriculum and assessment or access to a satisfying social experience. Despite this, there are indications within Scotland and the Scottish Parliament of a more genuinely inclusive approach to linguistic and cultural diversity. Recent developments include the recognition of British Sign Language (BSL) by the United Kingdom Government and the explicit inclusion of BSL as one of the languages of Scotland. The challenge is to embed linguistic recognition and rights within education...