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

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of teaching in different subjects, as well as thechoice of working methods. The goals in thecurriculum lay down the orientation of theteaching and the guidelines set out the principleson how the work is to be carried out.The following sections deal with the syllabusesin alphabetical order. The subjects of biology,physics and chemistry are presented under theheading science studies and the subjects ofgeography, history, religion and civics underthe heading social studies. The common textsfor science studies and social studies, and thesyllabuses for individual subjects in each of thesegroupings together set out the national task ofeducation in these subjects.The division into subjects is a practical way oforganising the contents of the education, butthe aim is not, however, to create boundariesbetween them. Co-operation across subjectsis necessary in order to make possible the allround,meaningful development of knowledge inaccordance with the fundamental values of thecurriculum, its goals and guidelines. (Skolverket2008-12-15)12 Goal fulfilment in school for the deaf and hearing impaired
IntroductionBackground”Special schools are for children who, due todeafness or impaired hearing, cannot attendcompulsory school or the equivalent section ofschool for the mentally disabled” (The SwedishEducation Act, chapter 1, section 6.) 6§).The state is the principal organizer of theseschools, through the National Agency for SpecialSchools for the Deaf and Hard of Hearing(SPM). The Swedish Institute for Special NeedsEducation (SIT) is a national agency for thecoordination of government support relating tospecial needs issues, with principal responsibilityfor the special needs which result from disability.The support is intended for school organisers andstaff in all types of schools. The National Agencyfor Education is the national administrativeagency for the public school system and itspecifies goals, provides information, inspectsschools and has overall responsibility forimplementing disability policy within thissystem.In its annual reports the SPM states that theproportion of pupils from special schoolsqualifying to apply for the national uppersecondary programmes is low in comparisonwith other school (SPM 2007). In thegovernment’s official report on the status ofsign language, SOU 2006:54, it is pointed outthat no analysis has been made of the reason forso many pupils leaving special school withoutcomplete grades. The commissioner of thereport writes that the reason for this may be thatthe bilingual environment at school does notcompensate sufficiently for the fact that mostchildren are born into families in which there isno knowledge of sign language from the start.He also points out that there is a structuraldifference between the way special schools andother schools are governed.In its assessment of special school in 1997, theNational Agency for Education raised severalquestions regarding the target group, methodsof working and organisation (Skolverket 1997).In 1999, the Swedish National Associationfor Deaf, Hearing Impaired and LanguageImpaired Children (DHB) drew the attentionof the National Agency for Education to thefact that pupils at special schools did not achievethe goals to the extent that could be expected.This resulted in the Agency giving ÖrebroUniversity the task of investigating this issue in2000 (Bagga-Gupta 2002). The resulting reportindicated the need for research into everydaycommunication and also into teaching. Thereport also states that the proportion of pupilsfrom special school who did not qualify for thenational programmes at upper secondary in1998/99 and 1999/90 was about 60%.The SPM wrote in its annual report for 2006that one reason contributing to the smallproportion of pupils achieving the goals atspecial school may be that many pupils startthere in the later years of school, when theyneed particularly great support. Silvia School,one of the schools for the hearing impaired, alsoclaims that this is one of the reasons for themreporting low grade averages (Skolverket 2004c;Hörselskadades riksförbund 2007).The proportion of pupils with learningdisabilities and entitled to a place at compulsoryschool for pupils with severe learning disabilitiesbut who choose not to study in accordance withthat school’s syllabus may be higher in specialschool than in other compulsory schools. TheSPM, in its latest annual report, therefore calledfor an analysis of comparable groups (SPM2007). The Association of Hard of HearingPeople (HRF) also states in its latest annualreport that many hearing impaired pupils donot achieve the goals in school and that theproportion of hearing impaired people whostudy at university and institutes of highereducation is low in comparison with the rest ofthe population (Handikappförbunden... 2006;HRF 2007).Goal fulfilment in school for the deaf and hearing impaired13
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 10 and 11: The Swedish Compulsory SchoolCompul
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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