Deaf education in the 18^th century underwent a historic transformation. A desire to save the souls of deaf people in France resulted in the establishment of schools that used sign language (Manualism) for communicating with the deaf. Graduates from the school demonstrated a capacity for reading, writing, comprehending, and analyzing complex information. Deaf people were not mentally inferior, they just hadn't been trained properly—using a language that they could understand.

Up until that point, various individuals were more focused on training deaf people to speak, and improve their oral communication (oralism). With the rise of manualism, deaf people were empowered with literacy and an education that allowed them to improve their lives.

With the technological advances of the 19^th century, oralism eventually regained momentum, as people believed that technology could provide a “cure” for deafness.

In the later 20^th century, however, most educators agreed that using speech and speechreading as the only means of communication in the classroom was too difficult for too many students. This eventually gave rise to what is known as Total Communication. Specifically, teachers are expected to use both speech and sign language at the same time.

Some people oppose Total Communication because, while in theory it may work, in practice, simultaneously speaking two languages fluently is extremely difficult. Many teachers cannot convey the same information in spoken languages and sign languages at the same time. This leaves students, particularly those who cannot understand speech, at a disadvantage.

This, along with the recognition of sign languages as real, complex languages, led to the development of the Bi-Bi Philosophy: Bilingual and Bi-cultural. Teachers recognize sign language as the children's primary language. Other languages can be taught after the students master their primary language.

The other main philosophical development in deaf education has been Mainstreaming. According to this philosophy, deaf children should be integrated into hearing environments as much as possible. This often means trying to put deaf children into hearing classrooms or within units at hearing schools.

Administrators find this approach more cost-effective. Parents often find it more convenient. Policy-makers argue that it better prepares children for their future.

Others argue that implementation is often very poor, negatively affecting the child's education. The overwhelmingly hearing environments can negatively impact a child's emotional and psychological development.

At any rate, mainstreaming and its slightly modified successor, “Inclusion” are still widely practiced in America, Europe, Kenya, and around the world.