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

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Appendice I1II. Compulsory School (from www.skolverket.se)Compulsory school lasts for 9 school years. Eachschool year consists of an autumn term and aspring term.Compulsory school is nine years of mandatoryschooling. Children who are unable to attendregular compulsory school can attend the specialschool for the deaf and hearing-impaired orcompulsory school for children with learningdisabilities.Who attends compulsory school?Compulsory school is mandatory and is open toall children aged 7-16.How is the school organised?The vast majority of schools in Sweden aremunicipally-run, which means that themunicipality is the principal.The usual thing is for children to attend amunicipal school close to their homes. However,the pupils and their parents are entitled to chooseanother municipal school, or a school that is runindependently.Independent schools are open to all childrenand must have been approved by the NationalAgency for Education. Teaching in independentschools is to have more or less the sameobjectives as those of the municipal school, butcan have an orientation that differs from thatof the municipal schools. If the school does notcomply with current regulations, the NationalAgency for Education can withdraw its permit.It is common for independent schools to havea different orientation from municipal schools,including special teaching methods (Montessorior Waldorf), a linguistic/ethnic orientation, or tobe schools with a certain religious profile.Personal progress reviewEach term throughout compulsory school, theteacher is to have a personal progress reviewtalk with the pupil and the pupil’s guardian(s).This is to involve a discussion of how the pupil’sknowledge acquisition and social developmentare best supported. The information shouldbe based on an evaluation of the pupil’sdevelopment in relation to the goals of the syllabiand should clarify what measures are necessaryfor the pupil to achieve the goals. At the requestof the pupil’s guardian(s), the teacher is toprovide written information about the pupil’sprogress at school to supplement the progressreview. This must not be of the nature of a grade.What rules govern compulsory school?A national curriculum describes the school’svalue base and basic goals and guidelines. Theseare common to the compulsory comprehensiveschool, the Sami school, compulsory school forchildren with learning disabilities and the schoolfor the deaf and hearing-impaired.A national syllabus for each individual subject.A national time schedule which states theminimum guaranteed time that pupils areentitled to teacher-led instruction in the varioussubjects.A municipal school plan that shows how themunicipality’s schools are to be organised anddeveloped.A local work plan for each school, which isan adaptation of the contents of the nationalcurriculum, the syllabi and the school planto the organisation, work methods and localcircumstances of that school.68 Goal fulfilment in school for the deaf and hearing impaired
Appendice IIIIII. Assessment and grading (from www.skolverket.se)How does assessment take place?End-of-term reports are provided at the end ofthe autumn and spring terms of year 8, and atthe end of the autumn term in year 9. Leavingcertificates are issued when the pupil finishescompulsory school. Pupils are no longer obligedto attend school after the end of the spring termof the calendar year in which they turn 16.End-of-term reports and final grades in leavingcertificates are set by the teacher. The followingscale is used:Pass (G)Pass with distinction (VG)Pass with special distinction (MVG)There are national criteria for the grades VGand MVG. In deciding whether to pass a pupilduring the assessment prior to setting the finalgrade in year 9, the teacher is to consider thegoals of the syllabus. Grades in end-of-termreports are awarded in relation to the set localobjectives for a subject.If a pupil does not achieve a Pass in a subject orfor all subjects in a block, no grade is issued. Awritten assessment is instead to be provided toshow how things have gone in that subject orsubject block. The assessment can say what extrahelp has been provided.Compulsory school for pupils with intellectualdisabilitiesOn leaving school, the pupil is given a certificateshowing that (s)he has completed his or hereducation. If a guardian so requests, thecertificate can be supplemented by a generalassessment describing the pupil’s ability to followa course of study. (The assessment is to intendedto function as a guideline for the future, and isnot an evaluation of the pupil’s knowledge).At the request of a pupil or guardian (not theschool), an end-of-term report can be providedat the end of each term in years 8 and 9.A leaving certificate can be awarded after year9, and after year 10 for pupils who attend for10 years. If grades are set, the pupil’s knowledgeof the subject is to be assessed in relation to therequirement levels of the syllabus.End-of term grades and final grades are set by theteacher. The following scale is used:Pass (G)Pass with distinction (VG)No grades are given at training school. This doesnot mean that follow-up and evaluation do nottake place on an ongoing basis. The startingpoint can be objectives in the individual studyplan that was drawn up together with the pupil’sguardian(s).Special schoolEnd-of-term reports are provided for eachterm from the ninth school year, and a leavingcertificate after the tenth school year.The same rules and assessment criteria apply tothe school for the deaf and hearing-impairedas to regular compulsory school. The gradingcriteria for Pass (G), Pass with distinction (VG)and Pass with special distinction (MVG) onlyapply to the tenth school year however.Goal fulfilment in school for the deaf and hearing impaired69
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This is a translation of main parts
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Goal fulfilment in school for the d
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Table of Contents, contd.Concluding
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Abbreviations and terms 1SPMSVSITTh
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The Swedish Compulsory SchoolCompul
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of teaching in different subjects,
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The SPM has in the report “Pupils
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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 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 70 and 71: Appendice IVIV. Special school for
Page 72: The National Agency for Special Nee
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