ABSTRACT
In recent years a silent but revolutionary change has occurred in the education of deaf children in the UK. Based on data collected by the British Association of Teachers of the Deaf (BATOD), Lynas et al. (1997) estimate that 85 per cent of deaf pupils are being taught in mainstream schools, and that three fifths of teachers of the deaf now work in such schools, either in units for hearing-impaired pupils or as peripatetic teachers. This change has passed largely unnoticed by writers and researchers alike.
