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Grade 41
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Kelman, Celeste Azulay; Branco, Angela Uchoa – American Annals of the Deaf, 2004
Inclusion of deaf children in regular classrooms is often described as unsuccessful. The present article shows how communicative and metacommunicative strategies used in teacher(s)-deaf students(s) interactions may facilitate inclusion. A fourth-grade classroom was investigated where a coteaching approach--a master teacher working with a teacher…
Descriptors: Deafness, Classroom Environment, Inclusive Schools, Communication Strategies