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

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Table 10. The proportion (%) of pupils awarded the grades Pass, Pass with distinction or Pass withspecial distinction, and pupils who did not achieve the goals, EUM, in Swedish.G VG MVG EUMSpecial school 29,4 19,1 7,7 43,8Schools for the hearing impaired 50,8 27,6 6,0 15,6Individually placed 49,0 32,4 10,8 7,8Compulsory school 2006 42,8 37,2 15,6 4,3Table 11. Proportion (%) of boys awarded the grades Pass, Pass with distinction or Pass with specialdistinction, and pupils who did not achieve the goals, EUM, in Swedish.G VG MVG EUMSpecial school 27,0 12,6 1,9 58,5Schools for the hearing impaired 58,8 20,1 1,0 19,6Individually placed 57,4 26,1 5,7 10,7Compulsory school 2006 54,9 31,1 8,2 5,8Table 12. Proportion (%) of girls awarded the grades Pass, Pass with distinction and Pass withspecial distinction, and pupils who did not achieve the goals, EUM, in Swedish.G VG MVG EUMSpecial school 32,1 26,4 14,3 27,1Schools for the hearing impaired 42,3 35,1 11,3 11,3Individually placed 40,7 38,5 15,7 5,1Compulsory school 2006 30,1 43,5 23,4 2,940 Goal fulfilment in school for the deaf and hearing impaired
Subject gradesThe structure we used for presenting grades isthe same as that used by the National Agency forEducation in its annual summaries.As shown in table 9, it is more difficult for deafand hearing impaired pupils to achieve the goalsin comparison with pupils with normal hearing.We have less information, however, aboutpupils’ achievement in individual subjects. Theofficial statistics don’t tell us whether the pupilsattempted a subject and failed, or if they didn’ttake this subject. Just less than 20% of the pupilsat special school have a reduced course of studies.We have no details about reduced courses ofstudies in other types of school.In the following section we present gradesin Swedish, English, mathematics and signlanguage for all pupils. As a comparison, we haveused the National Agency for Education’s annualstatistics from compulsory school. Our groupsof ‘individually placed pupils’ and ‘schools forthe hearing impaired’, which comprise justless than 1% of the total basis for the Agency’sstatistics, are included in our figures as well as inthe underlying data for children in compulsoryschool. Pupils who did not achieve the goals inthe subjects are presented in the tables under thecolumn EUM.SwedishBelow we present grades in the subject ofSwedish. None of the pupils at special schoolstudy Swedish as a second language but, for thepurposes of comparison, ‘Swedish as a secondlanguage’ is presented as a part of ‘Swedish’ forpupils at schools for the hearing impaired andindividually placed pupils. In our presentation,‘Swedish as a second language’ is also part of‘Swedish’ in the case of compulsory school (seetables 10‐12).The situation for Swedish is unique – amongother things, it is one of three subjects that givequalification to progress to upper secondaryschool. Over the years, Swedish has been givena great deal of attention in special schools(Skolöverstyrelsen 1991; Henning 1995;Henning 2003). Above all, attempts have beenmade to develop the subject and the tuition onthe basis of the awareness that most deaf pupils,while growing up, do not acquire the sameexperience of the Swedish language as pupilswith normal hearing. Moreover, many deaf andhearing impaired pupils who come from othercountries have normally not received any activehabilitation while growing up and they thereforecome to school neither with experience of signlanguage nor of written language. Swedish hasthus been regarded periodically as a foreignlanguage. For these pupils sign language isregarded as their first language. The NationalAgency for Education has given an explanationof this in a common syllabus text. 5 As has alreadybeen mentioned, fewer hours of Swedish arestudied at special school than at compulsoryschool.Table 13. Proportion (%) of pupils awarded the grades Pass, Pass with distinction and Pass with specialdistinction, and pupils who did not achieve the goals, EUM, in English.G VG MVG EUMSpecial school 29,4 12,6 3,8 54,3Schools for the hearing impaired 40,8 25,0 9,7 24,5Individually placed 46,4 30,6 9,9 13,1Compulsory school 2006 39,5 37,2 17,3 5,95For more information about the common syllabus text, see appendix III.Goal fulfilment in school for the deaf and hearing impaired41
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 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 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

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

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