Social Integration of Deaf Adolescents in Secondary-Level Mainstreamed Programs

Abstract

This study explored the interpersonal experiences of 48 deaf adolescents attending two-year occupational education programs with nonhandicapped peers. Classroom interactions between deaf and hearing students and classmates' perceptions of mainstreamed peers were assessed for students entering the program during three consecutive academic years. Results indicated that a climate conducive to integrated interactions and friendships did emerge in the mainstreamed programs.