As the practice of mainstreaming deaf and hard of hearing children into general classrooms continues to proliferate, the performances of these students becomes critical. Deaf Children in Public Schools assesses the progress of three second-grade deaf students to demonstrate the importance of placement, context, and language in their development.

Ramsey points out that these deaf children were placed in two different environments, with the general population of hearing students, and separately with other deaf and hard of hearing children. Her incisive study reveals that although...