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

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On the basis of the assessment results, it isapparent that lower grades are more commonin the profoundly deaf and severely hearingimpaired group. These results are concordantwith international findings. 8The National Agency for Special Schools forthe Deaf and Hard of Hearing is of the opinionthat, when the proportion of pupils with severehearing loss and deafness increases in this typeof school, the proportion of pupils with lowergrades also increases.Proportion of pupils with additionaldisabilitiesIn SPM’s 9 annual report 2007, special schoolstates that the proportion of pupils withadditional disabilities and difficulties is highwithin that type of schoolThe National Agency for Education has reportedthat the proportion of pupils with additionaldisabilities within the regional special schools isabout 30%. In this assessment it appears that theproportion of pupils with disabilities additionalto hearing loss is high, not only in special schoolsbut also in schools for the hearing impaired.This is supported by national and internationalobservations.Additional disabilities affect school results. In theopinion of National Agency for Special Schoolsfor the Deaf and Hard of Hearing, the resultspresented are influenced by the proportion ofpupils with additional disabilities. In a qualityreport 10 , the National Agency for SpecialSchools for the Deaf and Hard of Hearinghas demonstrated the complexity involved inteaching pupils with multiple difficulties atschool . Such difficulties affect not only thepace of the teaching but also its content. This isthe group of pupils who need most support inschool.The SPM concludes that, when the proportionof pupils with additional disabilities and otherdifficulties increases, the proportion of pupilswith lower grades also increases.Proportion of pupils born in othercountriesThe proportion of pupils born in anothercountry, according to the parent responses, ishigher within special schools and in schoolsfor the hearing impaired than in the rest ofcompulsory school. The conditions for thesepupils are significantly different than for pupilsfrom the same countries with normal hearing.Attitudes towards disabilities vary throughout theworld and most pupils born in countries otherthan the industrialised ones have rarely or neverexperienced effective habilitation that focuses onlanguage and communication. Their first contactwith sign language is usually when they cometo Sweden. The parents of these children meettwo completely new cultures and languages. Firstthey have to learn Swedish and learn about theSwedish culture. Then they also have to learnabout our attitudes towards disabilities andcommunication. Pupils from other countriesoften find themselves in a linguistic dilemma.Often, they not only have to learn new languagesbut also basic communication and life skills.The National Agency for Special Schools for theDeaf and Hard of Hearing concludes that, whenthe proportion of pupils with a mother tongueother than Swedish increases, the proportion ofpupils with lower grades also increases.8APDS Scotland9National Agency for Special Schools for Deaf and Hard of hearing.10Hendar 2006: ”Pupils with need for an extensiv support at special school”.56 Goal fulfilment in school for the deaf and hearing impaired
Application of exception from goalswhile grading, due to disabilityThe compulsory school and special schoolordinance gives teachers who award grades thepossibility of disregarding certain subject goalsif the pupil has a disability. Special schools, withtheir bilingual situation, are a compensatoryenvironment – the school has to compensatefor the pupils’ hearing loss and deafness. It istherefore not odd at all that the proportionof teachers who invoke the right to disregardgoals on account of disability is lower withinspecial schools than schools for the hearingimpaired. But this situation possibly also reflectsthat, at schools for the hearing impaired, therecan be pupils who are in need of the adaptedenvironment that exists at special school. Forthat reason, the Agency would like here tocounsel caution in interpreting what the provendifference actually means. Are disabilitiesperceived in the same way in the different typesof schools? Or are the goals in the syllabusesvalued differently? The possibility to disregardgoals when grading can be a contributoryexplanation to the differences that have beenfound.The National Agency for Special Schools for theDeaf and Hard of Hearing does not concludewhether the above really is a contributoryexplanation but declares that a difference existsbetween the types of schools and that this oughtto be given attention.Pupils who change type of schoolIn this evaluation project, parents have describedhow pupils change type of school and activityduring their school years. The assessment hasshown that 10% of the pupils repeat a schoolyear. According to the parents, about 30 pupilshave changed from individual placement tospecial school. As many again have changedto and from schools for the hearing impaired.These pupils have probably changed becausethey see their possibilities as being greater inanother school than in the one they attend.The National Agency for Special Schools forthe Deaf and Hard of Hearing considers thatchoice is positive. What is often forgotten isthat pupils who change have probably been,from a hearing and communicative angle, inan environment that is not the most favourablefor them. The changes do not only take placeon the basis of educational factors but also onfactors that are audiological and communicative.For the receiving school, this often involves aparticularly challenging pedagogic situation. Themotivation for school work is affected negativelyif the changes take place on account of thesituation not having worked in the previousenvironment. The pupil may have been in anincorrect environment for much too long. TheNational Agency for Special Schools for the Deafand Hard of Hearing considers that this may bean explanation for some of the low grades in thisevaluation project. The Agency also thinks thatthis can be an explanation for the low gradesthat occur in all types of school – the pupilsare in substandard environments for too long,where the need for social effort is great, andthis affects their knowledge level. The NationalAgency for Special Schools for the Deaf andHard of Hearing concludes that, when thereis an increase in the proportion of pupils whochange type of school in the older age groupsbecause the previous environment did not work,the proportion of pupils with lower grades alsoincreases.Conditions for teachingThis project shows that there is a widedistribution as regards merit ratings within thehearing impaired and deaf pupil groups. Tuitionof deaf pupils is usually described as more timeconsumingas visual forms of communicationare used to a great extent (Foisack 2003). Quitesimply, it takes longer to teach the same amountof knowledge in two languages than in one.Teaching in a small group, where the pupils’needs and levels vary greatly, is also timeconsuming,irrespective of the type of school. Itis common in special schools that the teachinggroups include several pupils with difficulties atschool additional to hearing loss and deafness.Goal fulfilment in school for the deaf and hearing impaired57
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This is a translation of main parts
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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 54 and 55: other types have used spoken langua
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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