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

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The SPM has in the report “Pupils requiringspecial support…” charted the presence at specialschool of pupils who require a considerableamount of support (Hendar 2006). About 40%of pupils at special school were estimated to havesuch a degree of difficulties at school that theyrequired special support (Hendar 2006). In turn,the National Agency for Education states in aprogress report (Skoverket 2004b) that about athird of pupils at SPM’s regional special schoolshave disabilities in addition to their deafness.Other sources state that as many as 40-60% ofhearing impaired children may have additionaldifficulties, which affect the child’s development(Picard 2002;Konradsson & Järvholm 2004).This report presents goal fulfillment for pupilsat special school in comparison with deaf andhearing impaired pupils in other types of schoolsand with children with normal hearing. Withthe support of national and international studies,the SPM concludes the report with an analysisand with proposals for measures to achieve bettergoal fulfilment; these measures can benefit alldeaf and hearing impaired pupils, not just thoseattending special schools.During the course of this evaluation project,the Ministry of Education and Research hasconducted a number of surveys within this field.The evaluation project has been able to take intoaccount the following surveys:• Assignment regarding review of the timetablefor special school etc. [Uppdrag angåendeöversyn av timplanen för specialskolan m.m.](U2007/4930/S)• Review of the goals and follow-up systemsetc. at compulsory school [Översyn avgrundskolans mål- och uppföljningssystemm.m.] (Utredningen... 2007)• Special state schools – better conditions andclearer division of responsibility [Statligaspecialskolor – bättre förutsättningar ochtydligare ansvarsfördelning] (U2006/9245/S)• Directive to change the authority structurein the school system [Uppdrag att förändramyndighetsstrukturen inom skolväsendet](Skolmyndighetsutredningen 2007)The instruction and project aimThe National Agency for Special Schools for the Deaf and Hard of Hearing shall, in consultation with theNational Agency for Education, analyse and report any differences in goal fulfilment between pupils at specialschool and pupils who are deaf or hearing impaired but who attend another type of school (Regleringsbrev2006).Consultation partnersThe project was carried out by the SPM. TheSPM’s steering group consisted of Greger Bååth,Signild Salander and Bengt Danielsson. Theadministrator was Ola Hendar.The following people were members of theworking group formed between the NationalAgency for Education, the SIT and the SPM:• Claes-Göran Aggebo (the National Agencyfor Education’s department for educationalinspection)• Madelene Dahlborg (the NationalAgency for Education’s unit for governingdocuments)• Staffan Engström (the National Agencyfor Education’s department for educationalissues)• Mikael Henningsson (the National Agencyfor Education’s unit for educational statistics)• Eva Andåker The Swedish Institute forSpecial Needs Education (SIT)• Ola Hendar (SPM).14 Goal fulfilment in school for the deaf and hearing impaired
The National Agency for Education has playedan important part in this evaluation project. TheSIT, through its work on support in issues ofspecial needs education, has been invited to, andhas participated in, the working group.During the evaluation project, the SPM has alsobeen in contact with and has collected opinionsregarding planning and models from the SwedishAssociation of Local Authorities and Regions(SKL), the National Board of Health and Welfareand the Swedish Data Inspection Board. TWhen defining and assuring the target group,cooperation has taken place with Radi Jönsson,consultant, Sahlgrenska University Hospital,Gothenburg, and Jan Grenner, consultant, LundUniversity Hospital.There has also been cooperation with schoolheads with regard to collection of gradesfrom six of the seven schools for the hearingimpaired. The schools for the hearing impairedparticipating in the grade analysis wereKannebäcks School, Alviks School, Söder School,Silvia School, Solander School and Park School.Nya Bro School in Stockholm chose not toparticipate.When drawing up the questionnaires,reference has been made to experience fromprevious Swedish studies in the field. On thebasis of these contacts, opinions have beencollected from the Institute for Special NeedsEducation, the University of Stockholm, andthe Teacher Training Programme at MalmöUniversity. Several parents and teachers have alsocontributed their views on the questionnaires.Statistics Sweden, on behalf of the SPM,performed the task of sending out questionnairesand compiling data and grades.User organizations for Deaf, Hard of hearingpeople and parents were contacted andinformed, and ideas were gathered from severalof them.Oddvar Hjulstadt, Oslo University, generouslyinterpreted certain results and contributedvaluable reference data. Magnus Järvholm,consultant at the Ear, Nose and Throat Clinic atVäxjö Central Hospital, has been a great help inassessing hearing data.Hearing impaired and deaf pupilsEach year about 1‐4 children per thousandare born with hearing impairments thatrequire habilitation (Van Naarden, Decouflé& Caldwell 1999; Andersson 2002; NCHAM2003; Parving, Hauch & Christensen 2003;Statens beredning… 2004 Statens beredning…2006). Habilitation requirements refer here tosome form of technical assistive hearing device(hearing aids and cochlear implants) or signlanguage tuition (Statens beredning… 2006).The degree of hearing loss a child must have inorder to be deemed to require habilitation variesbetween countries and within countries. If theagreed hearing loss, measured in dB, is low,the size of the group increases, whereas if theloss is high, the number of children decreases(NCHAM 2003). The type, degree and reasonfor the hearing loss can vary considerably withinthe group (Van Naarden, Decouflé & Caldwell1999; Parving, Hauch & Christensen 2003,Konradsson & Järvholm 2004). If a certainnumber of children are born with a hearingloss that requires habilitation, this number isestimated to have doubled by the time they startschool (Fortnum, Stacey & Summerfield 2006).There are pupils at school who have similar typesof hearing loss but who have different types ofassistive devices. For this reason, children withthe same type of hearing loss can be in need ofcompletely different types of support at school.Moreover, children, parents and schools can allexperience and perceive hearing loss in differentways. This contributes to the variation in thesupply and demand of support in school.Goal fulfilment in school for the deaf and hearing impaired15
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 12 and 13: of teaching in different subjects,
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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