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

More documents

Recommendations

Info

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
special schools while others need another type ofenvironment. A greater choice of possibilities isof benefit to the pupils.deaf pupils. This means that school authorities,together with other players, must guarantee theprovision of training in sign language, audiologyand hearing technology for all staff.Basic competencyIt is of considerable importance that teachersof pupils with hearing impairment have basicknowledge of audiology, hearing technologyand pedagogy. The ability to communicate withthe pupils is essential. For certain pupils, signlanguage is necessary if they are to assimilatethe teaching and so sign language must be ofan academic standard at those schools that haveNeed for further evaluationThe greatest obstacle standing in the way of thisassessment has been the lack of existing dataand the difficulties in reaching the target group.A national commission is required, to gatherand present national data concerning disabledpupils in school. Similar assessments ought to beconducted on a regular basis.Goal fulfilment in school for the deaf and hearing impaired61
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 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 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
show all

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

Create successful ePaper yourself

Delete template?

Save as template?