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

Special Schools for the Deaf and Hard ofHearing concludes that these pupils requirespecial attention. What is required for thisgroup is a combination of educational methoddevelopment and an adaptation of the school’sgoals.The National Agency for Special Schools for theDeaf and Hard of Hearing has, on behalf of thegovernment in accordance with u207/4930/s,prescribed a timetable change that will makespecial schools more equal to compulsoryschools. The proposal involves harmonisationof the timetables between special schools andcompulsory schools. In this connection, theNational Agency for Special Schools for the Deafand Hard of Hearing also highlights the needfor a review of the language syllabuses from abroader, bilingual perspective.Deaf and hearing impaired pupils have differentneeds and different goals in school. They havedifferent prerequisites and receive different types ofsupport but many still do not achieve the knowledgegoals.Premises and environmentThere are far too few school premises that areadapted for this pupil group. The Agency’ssuggestion in this respect is to review thepossibility of giving schools financial stimulationto invest in hearing technology and, not least,expertise in the form of hearing technicians. Theneed is greatest in compulsory school, but specialschools must also adapt (its) their premises sincethe pupil group will be undergoing changesin the immediate future. Many pupils wantan acoustically adapted school that can offer abilingual environment.to change. There are more pupils with spokenlanguage who want a bilingual environment, andthis has led to a need for a review of syllabusesfrom a wider bilingual perspective.Cooperation with other playersThere are at present many different intereststhat govern pupils’ and parents’ choice ofschool. If pedagogy is to have priority, theremust be a more open dialogue between parents,the audiological health care service, userorganisations and schools. Habilitation goalsmust be clarified. Speech training is a pedagogicundertaking based on the goals in school, butit is just as important from the perspectiveof habilitation. If the schools are no longerthe subject of a tug-of-war between differentinterests, the possibility will open up to makingtheir pedagogical profile more visible.Disabilities in schoolContinued, in-depth work has to be doneto create equivalent structures for assessingdifficulties additional to hearing impairmentand deafness. It is unsatisfactory that there isno uniform system for categorising difficultiesin school. The systems that are used todaymix categorisation of how difficulties manifestthemselves with their causes and with whatshould be done about them.It is also a complication that certain types ofproblem descriptions have to be dealt withwithin different secrecy fields, even in school.This means that there are different professionalsinvolved, who work within different confidentialityrules.Transition between schoolsDifficulties tend to arise at present when pupilschange from one type of school to another,and so the procedures regarding admission andchanges must be simplified. The pupil group inspecial schools has changed and will continueInclusionInclusion as a goal or as a method is animportant issue, and this report’s target groupwould benefit if work could be conducted on thebasis of both these aspects. Certain pupils need60 Goal fulfilment in school for the deaf and hearing impaired