Buy essay on Aspects of children with hearing impairment

This work is dedicated to the specific issues of children with hearing impairment and what we can do to support their inclusion in mainstream schools.
I will try to determine the effectiveness of social adaptation programs for children with hearing impairment. It consists from summarizing and analyzing the information and thoughts, given in different works about this theme.
The essay sheds light on the main argument of the definition and determining of term “hearing impairment” and “inclusive education”. Detailed overview of this problem can allow getting the main ideas of a big amount of thoughts and arguments. I am willing to describe ways in which inclusion for children with hearing impairment can be promoted and supported in the mainstream schools. Our core focus will be on the determining main standpoints of different questions. Thus, I am going to show and illustrate all sides of this theme through this paper.
According to pedagogical researches we see that the current policy of integration of pupils with special educational needs into mainstream schools make a big steps to the formed aim and it should be assessed in terms of its potential impact on pupils’ academic performance as well as its impact on their social adaptation.
I’d like to pay specific attention on the roots of the problem of children with hearing impairment and to do it in the frame of its historical background in the United Kingdom of Great Britain. I want to say that education of children with hearing impairment is a specific area of special education in all countries. The special education in Great Britain takes beginning at the end of 18th century with beginning of charity of poor and inferior people, eleemosynary organizations and religious associations.
This process combined in itself both teaching and health care. There was found information about few isolated establishments of such type in those times, which, mainly, was engaged in deaf or blind children. Harvey reminded 19 century is considered the beginning of education of blind children in the special schools; however, establishments in which the school teaching of children was organized with sensory violations appeared a few years later.
So, Royal National Institute for the blind people was formed in 1868, and Royal National Institute for the deaf people had appeared in 1911.
Analyzing specific data we see that the state did not accept participating in teaching of children with the special needs to the end of 19th century. And only in 1893 in Great Britain, government impose upon school administration the duty of doing special support for children with hearing impairment and other health problems.
In 6 years administration of schools got permission on teaching of children with physical violations, by a mental backwardness and children, suffering epilepsy. This pointing began to be executed only to 1914 and touched teaching mentally backward, and in 1918 – even children with disfigurations and with epilepsy.
In 1944 there was observed general growth of quantity of the special schools, but it took place unevenly. The commentators of that time marked that quality and amount of the given education had differed types in different parts of the country. In one cases, teaching was comprehensive, benevolent and conducted experimental specialists, it practically was not carried out in others, – and teaching quality was mediocre.
Speaking to history of the special education in Great Britain, most authors consider 1944 year critical, because this year due to acceptance of governmental Act about education reform of education happened in Great Britain. In this Act eight chapters were taken to the special education, eleven categories of violations were selected.
These categories with insignificant changes formed basis of the system of the special education till recently.