Following legislation in 1998 and 2004, parents of deaf and hard-of-hearing (D/HH) children are facilitated in sending their child to the local school. As a result, there has been a dramatic increase in numbers of D/HH children in those settings and a subsequent drop in enrolment in schools for deaf pupils.
This thesis explores the changing geographies of deaf education in Ireland.
Drawing on interviews with parents, teachers, and D/HH children, this thesis unpacks the policy, practice and ideological foundations of mainstreaming in the Irish system. It is particularly concerned with power relations at play.