Universal Journal of Psychology(CEASE PUBLICATION) Vol. 5(3), pp. 129 - 139
DOI: 10.13189/ujp.2017.050305
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Being Deaf in Mainstream Education in the United Kingdom: Some Implications for their Health

Mike Berry ^*
Institute of Leadership, Royal College of Surgeons in Ireland, Ireland

ABSTRACT

This paper explores the issue of deaf children in mainstream education and the implications this has for their health. Currently more than 48,000 children in the UK are classified as deaf with some 85% taught in mainstream schools although they are significantly educationally underachieving. The vulnerability of deaf children and some of the difficulties they face are highlighted. An outline is provided of the nature of deafness and the Deaf Community, together with a description of cochlear implants and of British Sign Language. Some of the issues relating to the need for assessment, treatment and support for deaf children are discussed, including increased risk of sexual and physical abuse. Possible professional roles for psychologists are identified.

KEYWORDS
Children, Deafness, Abuse, Mental Health, Education

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Mike Berry , "Being Deaf in Mainstream Education in the United Kingdom: Some Implications for their Health," Universal Journal of Psychology(CEASE PUBLICATION), Vol. 5, No. 3, pp. 129 - 139, 2017. DOI: 10.13189/ujp.2017.050305.

(b). APA Format:
Mike Berry (2017). Being Deaf in Mainstream Education in the United Kingdom: Some Implications for their Health. Universal Journal of Psychology(CEASE PUBLICATION), 5(3), 129 - 139. DOI: 10.13189/ujp.2017.050305.