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

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For instance, it can be mentioned that deafchildren receive instructions in sign languagewhile all other material is written in Swedish.This involves a complicated teaching situationunless all the pupils have a complete commandof written Swedish.If the variation in needs and levels in a groupis large and the visual side of communicationdoes not work satisfactorily because one or morepupils have difficulties additional to deafnessand hearing impairment, the teaching situationis affected – that of giving the pupils theopportunity to develop on the basis of their ownneeds. The Agency , SPM, considers that oneexplanation for the differences that occur is thatthe conditions for teaching are different in thedifferent types of schools.The Agency, SPM, concludes that, when theproportion of pupils who request adaptedteaching in the school increases, the proportionof pupils with lower grades also increases.58 Goal fulfilment in school for the deaf and hearing impaired
The National Agency for Special Schools for the Deaf and Hard ofHearing’s other recommendations”Deaf and hearing impaired pupils have different needs and different goals in school. They have differentprerequisites and receive different types of support but many still do not achieve the knowledge goals.”The overall conclusion is that the teaching ofhearing impaired and deaf pupils is a challengeand that every pupil’s needs should be central toall planning. The National Agency for Schoolsfor the Deaf and Hard of Hearing considersthat it has been possible to compile an overviewmainly owing to the audiological health careservice, parents and teachers. There is a generalinterest in the information that is published here.The Agency also concludes that, for manyhearing impaired and deaf pupils, it is difficult toachieve higher grades, irrespective of the type ofschool. In this evaluation project it has becomeapparent that this is particularly difficult forboys, especially boys at special schools and boysborn outside Sweden.The project has also resulted in a collection ofdata that allows each sector of activity to makeits own assessments and evaluations.The Agency has compiled areas it considersimportant to take into account and work within every school sector where deaf and hearingimpaired pupils receive their compulsoryeducation.Sign languageThe National Agency for Special Schools forthe Deaf and Hard of Hearing does not findit satisfactory that, outside special schools andschools for the hearing impaired, there are sofew deaf and hearing impaired pupils who studysign language, when the user organisations agreethat the need exists. More opportunities shouldbe available, i.e. through training more signlanguage teachers. By using distance teaching,the internet and communication technology,hearing impaired pupils can be offered regulartuition regardless of where they are in thecountry. Schools are thus no longer dependenton access to teachers or the requirement of aminimum of five pupils choosing the subject.These courses need to be complemented withthe possibility, for longer or shorter periods,of learning sign language at those locationsin the country where there are sign languageenvironments. ‘Sign language for siblings’, whichat present is conducted at special schools, shouldserve as a model for this activity.In addition, the grade criteria for the subjectsign language in compulsory schools and specialschools must be revised. The opportunity forbecoming bilingual within compulsory schoolsmust be improved. It should be possible for thesign language timetable at special schools toapply to pupils at compulsory school as well.Governing documentsAs has already been mentioned, it is not possibleon the basis of the results of evaluation projectto comment on the role of the governingdocuments in relation to goal fulfilment. Thedifferences highlighted in the report with regardto timetables in the subject Swedish and tocertain course goals in the language subjects andsign language (both for special schools and thesubject sign language for the hearing) need to bereviewed and the documents made to correspondbetter with each other at a fundamental level.At the same time, the fact that so many pupilshave great difficulties at school must be takeninto consideration. This does not only dependon the school environment but also on thepupils’ hearing impairment in combinationwith other difficulties. This group does notbelong to the group of those who attend schoolfor pupils with learning disabilities, but israther a communicatively weak group that hasparticularly great difficulty with knowledgeoriented elements. The National Agency forGoal fulfilment in school for the deaf and hearing impaired59
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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 54 and 55: other types have used spoken langua
Page 56 and 57: On the basis of the assessment resu
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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Goal fulfilment in school for the deaf and hearing impaired - batod

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