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

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Table 26. Proportion (%) in respect of importance for choice of school, per type of school.SpecialschoolHearing classschoolIndividuallyplacedCompulsoryschool forlearningdisabledHearing technology/hearing resources 12 28 5 4Recommendation from audiologicalhealth care service 18 24 5 5Recommendation from parentassociations2 3 1 1Recommendation from SPM/SIT 10 4 1 17Sign language/bilingual environment 31 14 1 8Proximity to own home 4 5 46 14Friends 11 6 27 7Level of knowledge 3 5 5 20School’s orientation 8 10 9 25was 27%. For pupils at compulsory school,outside the schools for the hearing impaired, thefigure is only 2%. When we asked the teachershow the pupils communicate during the schoolday, teachers at special schools respondedthat 63% of the pupils communicate by signlanguage.In many surveys, the pupils are asked whetherthey get headaches during their school day, asheadaches can be an indication of shortcomingsin the environment. According to the parentsof pupils at special schools, 8% say that theirchildren often or always have headaches. Asregards hearing impaired and deaf pupils inother types of schools, the corresponding figuresare 10 and 12% respectively. Most of them areafflicted during or after the school day. Thiscan be an indication that the school’s workingenvironment is not optimal for many hearingimpaired pupils, and many studies have alsoattempted to illustrate this problem (Bergkvist2001; Coniavitis Gellerstedt 2007a; Lindahl& Nilsson 2007; Nordén, Tvingstedt & Äng1990;Tvingstedt 1993).ParticipationParticipation in one’s environment usuallyinvolves being able to take part in the activitiesoffered without being confronted by anyobstacles or difficulties. Participation as a processfor attaining knowledge has become increasinglyimportant in school. When using the concept inthis assessment, we referred to the ICF in whichit is defined as ‘involvement in a life situation’(Socialstyrelsen 2003).The pupils interact with their surroundingstogether with friends and take on challengesin order to promote their ideas and interests.Schools must guide pupils forward in thisprocess using curriculum goals so that they canprogress independently and democratically intothe adult world. Unfortunately, they are facedwith a number of obstacles in the course ofthat progression. We have described above, forinstance, how the pupils’ working environmentas regards the acoustic adaptation of premisesand access to technical auditory equipment wasnot completely satisfactory.50 Goal fulfilment in school for the deaf and hearing impaired
Table 27. Number of pupils born 91-99 who, according to the parents, have changed from oneschool type to another.ToSpecial schoolSchools for thehearing impairedIndividuallyplacedCompulsoryschool forpupils withlearningdisabilitiesFrom Special school * * *Schools for the * 35 *hearing impairedIndividually28 38 26placedCompulsory* * *school for pupilswith learningdisabilities*The number is less than 10 N=160TeachersParents877679 78676962Percentage55Special schoolSchools for hearingimpairedType of scoolIndividually placedCompulsory school forpupils with learningdisabilitiesDiagram 9. Proportion (%) of teachers and parents who think that school provides an equaleducation irrespective of hearing loss.When we asked the parents whether thechildren had friends at school, a majority, 75%,responded that they thought their children hadenough friends. When we asked the teachersthe same question, 80% responded that thepupil had 3 or more friends at school. Thegreat majority of pupils thus do have friendsat school. This is a somewhat better picturethan that shown by other, previous surveys(Barnombudsmannen 2002). It is, however,Goal fulfilment in school for the deaf and hearing impaired51
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 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 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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