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

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other types have used spoken language. Specialschools are now bilingual schools for specialneeds education. When we asked parents andteachers whether they felt that the schoolhad succeeded in giving the pupils an equaleducation, irrespective of hearing impairment,the parents were more doubtful than theteachers. Diagram 9 shows whether parents andteachers think that the school has succeeded ingiving the pupils an equal education ‘to quite agreat extent or a very great extent’.The pupils’ self-confidence and ability tocooperate are essential elements of the task of theschool, but the schools’ success in this respectdepends on several different factors. We askedparents as well as teachers whether they thoughtthat the schools had succeeded with this.The responses showed that there is a cleardifference between how parents perceive theschool’s work on these issues and the school’sown understanding of the situation (seediagram 10). Special school’s parents andteachers have a similar picture of how the schoolsucceeds in its task of developing the ability ofpupils to cooperate.A hearing/communication factor can, of course,exist here, affecting the possibility for the schoolsto succeed in developing the pupils’ ability tocooperate, and this can be an explanation forspecial schools having a smaller proportionthan other types of schools. When we asked theteachers what it is that governs the teaching, itseems that in compulsory school – but not inschools for the hearing impaired – it is commonthat recommendations from peripatetic teachersgovern the teaching for 60% of the pupils. Atschools for the hearing impaired and specialschool, this is much less common, probably dueto the expertise existing at the school. Instead,the work team has a greater influence on theteaching. All of the schools, however, do ofcourse have the pupil’s needs in focus whenplanning the teaching.We wondered whether any differences existedbetween the type of schools with regard to theteachers’ assessment of what is important forachieving goals in school. The teaching at schoolsfor the hearing impaired seems to emphasiseprimarily that the pupils should present workof their own, carry on discussions in class, plantheir own work and talk about books they haveread. At special schools, unlike other schools, ithas been deemed in respect of a small proportionof pupils (10%) that presentation of the pupil’sown work, discussions in class, conversationsabout the pupil’s own texts and writing simpletexts are not particularly important, or notimportant at all, for goal fulfilment. Otherwise,the schools seem to be alike in this respect.School for pupils with learning disabilitiesdistinguish themselves here as they works inaccordance with other goals. According to theteachers, the most important aspect here is thatthe pupils put forward their own opinions. Thiscorresponds well with these schools activities andgoals.Finally, we wondered whether the teachers, whenawarding grades, would disregard certain goalsif the pupil had a permanent disability or someother similar, non-temporary personal condition(SFS 1994:1194; SFS 1995:401). Of the teachersof hearing impaired pupils at compulsory schoolsoutside the schools for the hearing impaired,20% responded that they would make use ofthis possibility.The proportion of teachers whodo this at special schools is the same. At schoolsfor the hearing impaired, on the other hand, asmany as 40% of the teachers say they would usethis possibility (see diagram 11).54 Goal fulfilment in school for the deaf and hearing impaired
Concluding analysisThe National Agency for Special Schools for the Deaf and Hard ofHearing’s assessment”They have different needs and different goals in school. They have different prerequisites and receive differenttypes of support but many still do not achieve the knowledge goals.”The National Agency for Special Schools forthe Deaf and Hard of Hearing has carried outthis evaluation project in consultation with theNational Agency for Education. The evaluationproject was addressed to the National Agencyfor Special Schools for the Deaf and Hard ofHearing in the Government approval documentfor the year 2006. The National Agency forSpecial Schools for the Deaf and Hard ofHearing therefore presents the closing analysishere.The evaluation project has revealed that, withreference to goal fulfilment, there are proven,clear differences between special schools andother types of school.This project has shown that merit ratings aresignificantly lower in special schools thanin schools for the hearing impaired and forindividually placed pupils. The proportion ofpupils qualifying for upper secondary school islower in special schools, while the proportionof pupils not achieving goals in one or moresubjects is significantly higher in this type ofschool. The lower grade values in special schoolsapply to all the qualification subjects. Pupils atspecial schools have, on average, grades in fewersubjects.The assessment also shows that the distributionof grades is greatest for pupils at special schoolbut particularly for boys at special school and forboys born outside Sweden.The differences are especially marked with regardto the way in which the types of schools areorganised, the pupil base and the results we havepresented through using grades. Differencesalso occur in the way in which the goals in thecurriculum are achieved.There could be many reasons for the resultsappearing as they do. Here, the National Agencyfor Special Schools for the Deaf and Hard ofHearing highlights six explanations for thesignificant differences:Degree of hearing loss and deafness Proportionof pupils with additional disabilities Proportionof pupils born in other countries Applicationof exception from goals while grading, due todisability Pupils who change type of schoolConditions for teaching (visual teaching asopposed to auditory)Degree of hearing loss and deafnessSpecial schools admit pupils who, due totheir hearing loss and deafness, cannot go tocompulsory school and who have actively soughta bilingual environment. When, in this project,we asked parents about their children’s hearingloss and about the grounds on which theyhad chosen a school, it became apparent thatthe pupils’ hearing loss and deafness are moreimportant as reasons for choice of school withinspecial school than in compulsory school. Theparents of these children seek a school that cancreate an environment that will function fromthe communicative perspective. Thus they choosea school partly on the basis of other criteria thanother parent groups. For this reason, there aremore deaf and severely hearing impaired pupilsat special schools than at other types of schools.On comparing special school with compulsoryschool, it is therefore important to rememberthat the groups are not 100% comparable.Goal fulfilment in school for the deaf and hearing impaired55
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 50 and 51: Table 26. Proportion (%) in respect
Page 52 and 53: TeachersParents91878176 76726564Per
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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