User:Eric.setzer/sandbox

Institutional/Residential
Institutional/residential school is where all Deaf/Hard of Hearing students enroll together, the usage of sign language at institutional school is regularly. The institutional/residential schools refers to a school system established by government-sponsored to incorporate Deaf/Hard of Hearing children into the influence of their homes, families, traditions and cultures as such as signing community. Most institutional/residential schools have dormitory living equipped for students and provide academic, health and socialization program, some students choose to commute daily. Bilingual-bicultural education is one of many approaches used by institutional/residential schools, because many view residential life as the ideal opportunity for students who are Deaf to become familiar with the Deaf community and custom through Sign Language and literature. In institutional/residential schools, Deaf students would have more advantage in social experience than those who don’t attend institutional/residential, because of the same communication system that they get to use during social and class time. Some consider institutional/residential schools as 'Hogwarts', a fictional magical residential school from J.K. Rowling's Harry Potter series because of the parallel experiences in residential settings and cultures that Deaf students get to learn about their heritage better.

Mainstream
Mainstreamed school is integration where Deaf and hearing students enroll together, some classes are inclusion. Some mainstream schools are public and private either. There are different three kind mainstreaming: Total mainstreaming, partial mainstreaming and team teaching. Total mainstream is the school where Deaf students would have all classes with hearing students, s/he might need special services as such as interpreters, notetakers or speech therapy. In partial mainstreaming, Deaf students would have some classes with hearing students and some in a resource program with a teacher of the Deaf. For team teaching, a teacher of the Deaf and a general teacher work together in a class of both hearing and Deaf students.

The Nunes & Pretzlik study (2001) argues that the integration of deaf students in mainstream schools actually promote gain in meaning and knowledge from experience and information with hearing peers. To counter another argument regards social consequences for those students who feel rejected or isolated in mainstream schools, which would lead to a lack of education. The study interviews Deaf and hearing peers and then compare the social adaptation in a mainstream school. The study finds that Deaf peers are more likely to be neglected and less likely to have a friend. Yet hearing peers who are friends of Deaf peers viewed their friendship as pro-social function compares with those hearing peers who have no Deaf friends. The study concludes that Deaf people are not rejected in the mainstream school, but feel isolated due to communication difficulties. Although, some hearing peers admittedly don’t know how to solve communication difficulties, which lead hearing peers to prefer socializing with other hearing peers over Deaf peers. Nunes & Pretzlik (2001) believe that a mainstream school can have a dynamic role in encouraging hearing peers to learn how to overcome barriers and develop a more positive view toward Deaf peers.

Resource Program
Resource program is similar to mainstreamed school, but a small group with an instructor in the classroom with additional supports. In a mainstream school, Deaf students have better perceptions of reading ability than those in the resource program due to the comparison and counterparts with hearing peers and those Deaf students in the resource program. On the other side, Deaf students who attend resource program actually receive better academic performances than those who attend mainstream and institutional, because of the additional support and quality time that they receive from an instructor. Resource program also allows students to choose preferred communication method as such as total communications in order to satisfy and exceed the maximum possibilities in attaining education throughly.

Gallaudet University
Gallaudet University is a federally chartered private university for the education of the Deaf and Hard of Hearing which is in Washington, D.C., Gallaudet University is known as 'Mecca' for Deaf students and educators, which is officially bilingual, with American Sign Language (ASL) and written English used for instruction and by the college community.

California State Northridge University
California State University at Northridge is a public state university and mainstream institution in the Northridge neighborhood of Los Angeles, California, contains a large number of Deaf and Hard of Hearing students majoring in Deaf studies and ASL/Deaf Theatre productions.

SouthWest Collegiate Institute for the Deaf
SouthWest Collegiate Institute for the Deaf is Howard College's fourth campus in Big Spring, Texas offer a wide range of courses in academic transfer, workforce education, risk management and workforce training instruction which is designed for self-contained and instruction instruction to meet the needs of Deaf and Hard of Hearing students.

National Technology Institute for the Deaf
National Technology Institute for the Deaf is the technological college for students who are Deaf and Hard of Hearing under Rochester Institute of Technology (RIT) in Rochester, New York, NTID provides academic programs, access, ASL in-class interpreters and support services.