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Over the past 150 years in New Zealand, education of deaf and hearing-impaired children has undergone a series of transformations. These have included shifts in the underlying philosophies and pedagogies, as well as modifications to how schools and deaf and hearing-impaired students are funded and supported. This article provides an overview of historical changes, and identifies current legislative and policy modifications and initiatives that may ensure that inclusive education policies and practices for deaf and hearing-impaired children reflect international obligations, current New Zealand legislation, and evidence effective engagement for deaf and hearing-impaired students.
Powell et al. (Tue,) studied this question.