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

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In addition to the variation in type, degree andcause of hearing loss, there are also differences asregards choice of technical auditory equipmentand communication.In this report we use the term “habilitationrequirements” to refer to all hearing impairedand deaf pupils who use hearing aids or cochlearimplants as well as those who use sign language.The schooling alternatives for hearing impairedand deaf pupils who want an adapted teachingenvironment are limited. Parents are expectedto make independent choices on the basis ofhearing loss, communication, assistive hearingdevices, adapted premises, distance to schooland, not least, what the child itself wants. 2Habilitation units go hand-in-hand with thefamilies during the years when the children aregrowing up and they play a very active part inrecommendations regarding choice of school.According to the Association of Hard of HearingPeople (HRF), more than two-thirds of allhearing impaired and deaf pupils attend ordinaryclasses or a small class for the hearing impaired.The remaining third either attend special schoolor schools for hearing impaired (HRF 2007).The degree of the child’s hearing loss is of crucialimportance regarding choice of school.There is more than one user organization inSweden representing parents and children.Among them there has been different viewstowards sign language and assistive hearingdevices, especially cochlear implants. This hasalso affected teaching. However, these divisionsare reducing and being replaced by more openattitudes, which are of benefit to everyone.(Willstedt Svensson 1999; Anmyr & Lundin2006).Even though views regarding communicationhave changed, they still divide the hearingimpaired, their parents, and professionals. Thereis a habilitation goal, that as many people aspossible should be able to hear and speak, andconsiderable efforts are being made in theseareas. To recommend sign language at the sametime can thus, for some, seem contradictory.The user organisations, on the other hand, agreein principle on the need for sign language forthe hearing impaired and deaf. What dividesthem is the assessment of when, where and howmuch the hearing impaired and deaf pupils andtheir parents need to learn. Similarly, there isdisagreement as to how much sign languagethere should be in the school environment.Types of schoolsThis project includes a comparison of specialschool with other types of school.We have chosen to compare special schools withother compulsory schools and with compulsoryschools for pupils with learning disabilities (seetable 1). Compulsory schools also includesindependent schools. Compulsory schools havedifferent ways of structuring their teaching forthe deaf and hearing impaired.We compare pupils at special schools with pupilsin schools for hearing impaired and those atmainstreamed schools were hearing impairedpupils attend regulary classes with hearing pupils.In mainstreamed schools the hearing impairedchild may be the only one in the class or theremay be groups of hearing impaired pupils.2In Sweden it is culturally normal and common for parents to take in account the will of their children in daily life choices.When choosing school it is common that the wishes of the child makes the final decision.16 Goal fulfilment in school for the deaf and hearing impaired
Table 1. Types of school examined under the project.Special schoolCompulsory schoolLocal schools and Independent schoolsa) Schools for the hearing impairedb) Small classes for the hearing impairedc) Individually placedCompulsory schoolfor pupils withlearning disabilitiesThe schools for the hearing impaired sometimesonly admit pupils from their own municipality,but certain schools also admit pupils from othermunicipalities. SISresources (Special initiatives inschool) help to stimulate this activity.Sami schools are not included in the comparisonsince there are very few hearing impaired ordeaf pupils who attend this type of school.(See abbreviation for more information aboutSamischool).Special schoolsSpecial schools are a type of school for deafand hearing impaired pupils who, due to theirhearing losses, cannot attend compulsoryschool. Special schools have years 1‐10 and areregulated by the Education Act, the SpecialSchool Ordinance, the Lpo 94 curriculum andthe national syllabuses. To as great an extentas possible, special schools should emulatecompulsory schools, while, with their bilingualenvironment, they should be adapted tothe needs of their pupils (Skolverket 2004b;Hermanson & Dravins 2007). The syllabuses forthe subjects Sign Language, Swedish, English,Modern Languages and Movement and dramaare adapted to this particular type of school. Thetimetable is also adapted.The number of deaf and hearing impaired pupilsattending special school, compared to those whochoose other types of schools, varies when seenfrom a longer perspective. During the 1960s ,following political decisions and technologicaldevelopments in the area of hearing, manypupils left institutions/special schools and wereintegrated into ordinary schools; as a result thenumber of pupils went down from 507 to 339in 10 years (Lundahl & Odin 1974). Fromthe early 1980s to the mid 1990s the numberof pupils increased at special schools for thedeaf and hearing impaired when sign languagewas recognized as a language of instruction in1981. Although after 2000 the number fellagain (Skolverket 2004b). The number of pupilsattending special school depends on the natureof educational policy, development in hearingtechnology, the birth rate and the attitudes ofparents and others – habilitation and healthcaresectors – to this type of school.So to a greater extent than in other parts of theeducation system, the number of deaf childrenattending special schools is dependent on thegoverning documents of the school, as well asthe views of pupils, parents, user organizationsand hearing habilitation professionals. This typeof school should, in other words, satisfy severaldifferent, and sometimes contradictory, needs.Goal fulfilment in school for the deaf and hearing impaired17
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 14 and 15: The SPM has in the report “Pupils
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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