Goal fulfilment in school for the deaf and hearing impaired - batod

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The Swedish Compulsory SchoolCompulsorySchoolSyllabusesNo of Schoolleavers appr/year(Normal hearingappr 100 000/year)Most commonlevel of hearinglossMainstreamed Ordinary Appr 180/year Mild andModerate hearingimpairmentSchools for hearingImpairedSpecial SchoolCompulsoryschool for pupilswith learningdisabilitySami schoolOrdinary Appr 40/year Moderate andsevere hearingimpairmentSign-BilingualAdapted syllabusesKnowledgeAdapted syllabusesSami language andculture adaptedsyllabusesAppr 60/yearSchools for pupilswith severe andprofound learningdisabilitiesSchool for theSami populationwith their ownschool boardSevere andprofound hearingimpairmentAll levels ofhearing lossLocal authoritiesare organizers ofthese schools.Local authoritiesare organizers ofthese schools.State is organizerof Special schoolsSami board isorganizer of SamiSchoolLevel of hearing lossLevel of hearing lossDeaf (Profound)Can’t hear spoken language with hearing equipment within adistance of 1 metreHard of hearing (Severe) Have difficulties hearing spoken language within a distance of 1metreModerate hearing impairment Can hear spoken language within a distance of 1 metre usinghearing equipmentMild hearing impairment Can hear spoken language within a distance of 1 metre withouthearing equipment10 Goal fulfilment in school for the deaf and hearing impaired
AppendicesIIIIIIIVVCurriculum and Syllabuses (see below)Compulsory School (at the end)Assessment and grading (at the end)Special schools (at the end)Compulsory school for pupils withlearning disabilities/for children withintellectual disabilities (at the end)I. Curriculum and Syllabuses (Fromwww.skolverket.se)The basic regulations for the compulsoryschool are set out in the Education Act(1985:1100) and the Compulsory SchoolOrdinance (1994:1194). The Government andParliament through the curriculum lay downthe fundamental values that are to permeate theschool’s activities and the goals and guidelinesthat are to be applied. Apart from theseregulations governing the activity of the school,there are also the syllabuses. These are bindingregulations containing the requirements the stateimposes on education in different subjects.The introductory text to the syllabus covers theaim of the subject and its role in education,and makes clear how the subject contributes tofulfilling the goals of the curriculum, as well asthe reasons for studying the subject in order tofulfil different societal and civic needs.Goals to aim for express the direction the subjectshould take in terms of developing pupils’knowledge. They clarify the quality of knowledgewhich is essential in the subject. These goals arethe main basis for planning teaching and donot set any limits to the pupils’ acquisition ofknowledge.The section on the structure and nature of thesubject deals with the core of the subject andspecific aspects, as well as essential perspectives,which can provide the basis for teaching in thesubject. Since the subjects are different, they aredescribed in different ways.Goals to attain define the minimum knowledgeto be attained by all pupils in the fifth and ninthyear of school. The goals thus set out a basic levelof knowledge required in the subject from boththese time perspectives. Goals to attain in theninth year of school are the basis for assessingwhether a pupil should receive the ”Pass” grade.The majority of pupils will advance further andshould, of course, also advance further in theirlearning.The syllabuses are designed to make clear whatall pupils should learn, at the same time as theyprovide great scope for teachers and pupilsto choose their own materials and workingmethods. The syllabuses do not lay down waysof working, organisation or methods. Onthe other hand, they lay down the qualitativeknowledge which teaching should developand thus provide a framework within whichthe choice of materials and methods are to belocally determined. At each school and in eachclass, the teacher must interpret the nationalsyllabuses and together with the pupils planand evaluate teaching on the basis of the pupil’spreconditions, experiences, interests and needs.Common to all subjects in the compulsoryschool is that they should impart pleasure inbeing creative and a desire to continue learning.In their education pupils should develop theability to draw conclusions and generalise, aswell as explain and be able to provide the reasonsfor their thinking and their conclusions. Basedon their own experiences and questions, pupilscan develop good judgement and get a feeling ofwhat is important.Both the curriculum and the syllabuses shouldserve as the foundation for planning teaching.Fundamental values such as people’s inviolability,the freedom and integrity of the individual,the equal value of all people, equality betweenwomen and men, and solidarity with the weakand vulnerable, should not only permeateall teaching in each subject, but should alsoinfluence the organisation and co-ordinationGoal fulfilment in school for the deaf and hearing impaired11
Page 2 and 3: This is a translation of main parts
Page 4 and 5: Goal fulfilment in school for the d
Page 6 and 7: Table of Contents, contd.Concluding
Page 8 and 9: Abbreviations and terms 1SPMSVSITTh
Page 12 and 13: of teaching in different subjects,
Page 14 and 15: The SPM has in the report “Pupils
Page 16 and 17: In addition to the variation in typ
Page 18 and 19: Attitudes to sign language, long re
Page 20 and 21: Compulsory school for pupils withle
Page 22 and 23: In 2007, the SPM reported to the Mi
Page 24 and 25: impaired pupils’ reading levels i
Page 26 and 27: Method and implementationMethodPrev
Page 28 and 29: Figure 1. Flow chart of the collect
Page 30 and 31: 3,503,002,50Prevalence2,001,501,000
Page 32 and 33: Table 7. Distribution of responses
Page 34 and 35: ResultsTypes of schoolsSchools in S
Page 36 and 37: 100908070Procent60504030Mild hearin
Page 38 and 39: the 16 best grades in a pupil’s l
Page 40 and 41: Table 10. The proportion (%) of pup
Page 42 and 43: Table 14. Proportion (%) of boys aw
Page 44 and 45: EnglishThe goals for the learning E
Page 46 and 47: Table 22. Proportion (%) of pupils
Page 48 and 49: It is also important to note that t
Page 50 and 51: Table 26. Proportion (%) in respect
Page 52 and 53: TeachersParents91878176 76726564Per
Page 54 and 55: other types have used spoken langua
Page 56 and 57: On the basis of the assessment resu
Page 58 and 59: For instance, it can be mentioned t
Page 60 and 61:
Special Schools for the Deaf and Ha
Page 62 and 63:
LiteratureUnpublished sourcesConiav
Page 64 and 65:
Specialskolemyndigheten. . Hämtad
Page 66 and 67:
se>. Välj rubrik “Publikationer
Page 68 and 69:
Appendice I1II. Compulsory School (
Page 70 and 71:
Appendice IVIV. Special school for
Page 72:
The National Agency for Special Nee
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