From concepts to practice in deaf education: a United kingdom perspective on inclusion.

This article considers the different ways that inclusion is conceived in the United Kingdom by government, teachers, and academics. I contend that a concept of inclusion based primarily on the notion of students with special educational needs being in mainstream schools is unhelpful to educators of deaf children and that a broader concept is needed. A working definition of inclusion is presented based on a system of values. I suggest "indicators of inclusion for deaf students" and illustrate with examples of practice. Some basic information on the education of deaf children in the United Kingdom is included.