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

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EnglishThe goals for the learning English in the differenttypes of schools are relatively similar. As regardsspecial schools, the tuition and the goals haveto be adapted to the pupils’ situation andprerequisite conditions. The syllabus state:In the subject of English in the Specialschool, language learning is influenced bythe fact that for the majority of the pupils,this takes place visually and also by the factthat English is usually the third language.The pupils encounter English mainly throughreading and learning based on the flow oflanguage provided by reading. When learninga language, pupils must use their knowledgeof their first language, sign language, andtheir second language, Swedish. Sign languagecan be used for discussions and explanations.Written Swedish is an aid i.a. for the pupils’understanding of words and expressions.Written English is used when reading,studying texts, interacting in writing andtheir own production of texts. Based on theirindividual conditions, pupils can also developthe ability to use spoken English (Syllabus forEnglish at Special School ).When looking at how the pupils have achievedthe goals in the subject, it can be stated that itis difficult or very difficult for many hearingimpaired and deaf pupils to achieve the goals.Tables 13‐15 show that the proportion ofpupils not achieving the goals in English isgreatest within special schools. At compulsoryschool, there are also many of the hearingimpaired pupils who do not achieve the goalsin that subject. Tables 13‐15 also show that theproportion of pupils who received MVG (Passwith special distinction) in English is low for allhearing impaired and deaf pupils, irrespectiveof type of school. The proportion is lowest,however, within special schools.A quarter of the teachers in our assessmentexpress concern about how the pupils developtheir knowledge of English. The correspondingfigure for parents is 37%.MathematicsIn mathematics, it can be stated that the formof teaching in itself does not explain low grades.Nor can it be said that the lack of concepts insign language fully explains the low grades.Hearing impairment, irrespective of type ofschool, seems to involve poorer possibilities forthe pupil to achieve the goals.Tables 16‐18 show that special schools have ahigher proportion of pupils who did not achievethe goals in mathematics. In the same way, thetables indicate that the proportion of pupilswho received MVG in mathematics is lowest inspecial schools.Just over a fifth of the teachers in our assessmentexpress concern about how the pupilsdevelop their knowledge in mathematics. Thecorresponding figure for the parents is 28%.Communication and reading are of greatimportance for learning mathematics, and theSPM has taken this into account in its proposalfor a review of the special school timetable.Sign languageSign language as a subject is called ‘SignLanguage’ in special schools while, incompulsory school, it is called ‘Sign language forthe hearing’.Sign language was introduced into compulsoryschools as a general language subject in 1995 6but spoken language is still the main language;sign language is only a complement for hearingimpaired pupils. The teaching of sign languageas an optional subject in compulsory schoolsdiffers from the teaching provided at specialschools. Kannebäcks School and Nya Bro Schoolare exceptions as there are pupils there who aretaught primarily in sign language. Sign languageacts there both as a prerequisite for the deafpupils achieving the goals in school and as acomplement for the hearing impaired pupils.6At Special School Sign Language was recognized as a language of instruction in 1981.44 Goal fulfilment in school for the deaf and hearing impaired
Table 19. Proportion (%) of pupils awarded the grades Pass, Pass with distinction and Pass with specialdistinction, and pupils who did not achieve the goals, EUM, in sign language/sign language for the hearingG VG MVG EUMSpecial school 51,5 20,6 5,8 22,0Schools for the hearing impaired 29,4 38,1 15,7 16,8Individually placed 45,0 30,0 20 5Compulsory school 2006 29,1 34,3 23 13,5Table 20. Proportion (%) of boys awarded the grades Pass, Pass with distinction and Pass with specialdistinction, and pupils who did not achieve the goals, EUM, in sign language/sign language for the hearing.G VG MVG EUMSpecial school 51,3 14,1 1,3 33,3Schools for the hearing impaired 34,7 34,7 9,9 20,8Individually placedCompulsory school 2006 33,3 30,2 16,7 19,8Table 21. Proportion (%) of girls awarded the grades Pass, Pass with distinction and Pass with specialdistinction, and pupils who did not achieve the goals, EUM, in sign language/sign language for the hearing.G VG MVG EUMSpecial school 51,9 28,1 11,1 8,9Schools for the hearing impaired 24,0 41,7 21,9 12,5Individually placedCompulsory school 2006 26,1 37,3 27,6 9Goal fulfilment in school for the deaf and hearing impaired45
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 40 and 41: Table 10. The proportion (%) of pup
Page 42 and 43: Table 14. Proportion (%) of boys aw
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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