residual knowledge that hearing children can access is often lost on deaf children. A hearing child can listen in on adult conversations, TV, radio and the news to learn things that are not specifically taught or told to them. This is not the case with the deaf child, who, in a hearing environment, can only learn what is directly communicated to them. This often leads to gaps in general knowledge, which can be both harmful to academic success and social interactions. The effect of mainstreaming on Deaf culture is also a key issue for Deaf culture advocates. The rate of children enrolled in residential schools for the deaf is declining, as many hearing parents send their child to a mainstream school in hopes of preparing their child for life in the hearing world. In the past, Deaf schools and clubs served as the center for Deaf culture. Traditions, stories, and values developed and were fostered in these settings, but because of the low incidence of deafness, this same environment cannot be duplicated in the mainstream setting. Aside from the decreased socialization of a deaf child in a hearing school, Deaf community advocates also worry that the disappearance of residential Deaf schools will lead to a weakening of Deaf culture and of the community. Alternatives: what mainstreaming is not The alternatives to mainstreaming for special needs students are separation, inclusion, and excluding the student from school. Normally, the student's individual needs are the driving force behind selecting mainstreaming or another style of education. Mainstreaming does not involve putting a child full-time in a special school. Mainstreaming does not involve placing a child full-time in a regular classroom. A student who spends the entire day in a regular classroom with non-disabled peers is considered fully included. Most students with mild levels of disabilities such as dyslexia or attention deficit disorder, or with non-cognitive disabilities such as diabetes are fully included. Mainstreaming does not involve teaching the child outside of school. A student who is taught in an institution (such as a hospital) or at home (such as while recovering from a serious illness) is excluded. Such a student may receive individual instruction or may attend small group instruction. A student who is excluded from school may or may not have been expelled from the school. History of mainstreaming in US schools Before the Education for All Handicapped Children Act (EHA) was enacted