Because of oppressive institutions, there is still a hindrance to adequate education and language development for deaf children. Before the Milan conference, many children were taught by Deaf educators, which allowed for a language-rich environment for students to develop a natural language and cultural awareness. However, many Deaf educators were fired after the conference and replaced with hearing instructors. As a consequence, deaf children no longer had access to sign language, and these events have now greatly influenced deaf education today. 

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There are two popular types of schooling for deaf children. Mainstream schools are typical public/private schools where deaf students are placed in classrooms with hearing peers. Communication can be oral-based, focused on listening and speech, total communication-based, focused on using both spoken English and sign language simultaneously, or a child may have an interpreter to help facilitate communication. Deaf schools are specially for children who are Deaf and hard of hearing. Communication and teachings are through bilingualism where English and American Sign Language (ASL) are both used fittingly. There is a strong sense of Deaf identity and teachers are culturally aware of the oppression faced by their students. "While attending schools specifically for the Deaf used to be a common practice, in 2013 nearly 75% of the 80,000 deaf school children in the United States had been mainstreamed into public hearing schools" (Shirin Antia, “Deaf and Hard-of-Hearing Students in the Mainstream). As a result, many are advocating for deaf children to attend Deaf schools. There are pros and cons for each method of schooling. What is important is for parents to be educated and exposed to various resources to help determine which would be best for the individual child. These decisions can have a tremendous influence on the long-term effects of language deprivation.