Goal fulfilment in school for the deaf and hearing impaired - batod
Goal fulfilment in school for the deaf and hearing impaired - batod
Goal fulfilment in school for the deaf and hearing impaired - batod
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Tables <strong>and</strong> diagramsTable 1. Types of <strong>school</strong> exam<strong>in</strong>ed under <strong>the</strong> project 17Table 2. Comparison of compulsory <strong>and</strong> special <strong>school</strong>’s timetables. 21Table 3. Collection from hear<strong>in</strong>g centres. 27Table 4. F<strong>in</strong>al grades year 9 (year 10 special <strong>school</strong>) years 2002-2006. 29Table 5. Basis <strong>for</strong> results from parent questionnaire. 30Table 6. Basis <strong>for</strong> results from <strong>school</strong> questionnaire. 31Table 7. Distribution of responses to <strong>the</strong> questionnaires. 32Table 8. Four criteria <strong>for</strong> division <strong>in</strong>to different levels of hear<strong>in</strong>g loss. 35Table 9. Proportion (%) of pupils qualify<strong>in</strong>g <strong>for</strong> upper secondary <strong>school</strong>… 38Table 10. The proportion (%) of pupils awarded <strong>the</strong> grades…<strong>in</strong> Swedish. 40Table 11. Proportion (%) of boys awarded <strong>the</strong> grades…<strong>in</strong> Swedish. 40Table 12. Proportion (%) of girls awarded <strong>the</strong> grades…<strong>in</strong> Swedish. 40Table 13. Proportion (%) of pupils awarded <strong>the</strong> grades…<strong>in</strong> English. 41Table 14. Proportion (%) of boys awarded <strong>the</strong> grades…<strong>in</strong> English 42Table 15. Proportion (%) of girls awarded <strong>the</strong> grades…<strong>in</strong> English. 42Table 16. Proportion (%) of pupils awarded <strong>the</strong> grades…<strong>in</strong> ma<strong>the</strong>matics. 43Table 17. Proportion (%) of boys awarded <strong>the</strong> grades…<strong>in</strong> ma<strong>the</strong>matics. 43Table 18. Proportion (%) of girls awarded <strong>the</strong> grades…<strong>in</strong> ma<strong>the</strong>matics. 43Table 19. Proportion (%) of pupils awarded…<strong>in</strong> sign language/sign language <strong>for</strong> <strong>the</strong> hear<strong>in</strong>g 45Table 20. Proportion (%) of boys awarded…<strong>in</strong> sign language/sign language <strong>for</strong> <strong>the</strong> hear<strong>in</strong>g. 45Table 21. Proportion (%) of girls awarded…<strong>in</strong> sign language/sign language <strong>for</strong> <strong>the</strong> hear<strong>in</strong>g. 45Table 22. Proportion (%) of pupils who, accord<strong>in</strong>g to <strong>the</strong> teachers, have an action plan… 46Table 23. Proportion (%) of action plans <strong>for</strong> pupils <strong>in</strong> <strong>the</strong> younger <strong>and</strong> older <strong>school</strong> years… 46Table 24. General recommendations regard<strong>in</strong>g adaptation requirements <strong>for</strong> <strong>deaf</strong>… 47Table 25. Proportion (%) <strong>in</strong> respect of importance <strong>for</strong> choice of <strong>school</strong> <strong>in</strong> relation to pupil’s hear<strong>in</strong>g. 49Table 26. Proportion (%) <strong>in</strong> respect of importance <strong>for</strong> choice of <strong>school</strong>, per type of <strong>school</strong>. 50Table 27. Number of pupils born 91-99 who, accord<strong>in</strong>g to <strong>the</strong> parents, have changed… 51Diagram 1. Occurrence of <strong>deaf</strong> <strong>and</strong> hear<strong>in</strong>g <strong>impaired</strong> pupils with hear<strong>in</strong>g aid <strong>and</strong>… 30Diagram 2. Parent estimation of hear<strong>in</strong>g loss, <strong>in</strong> total. N=1610 35Diagram 3. Parent estimation of hear<strong>in</strong>g loss, per type of <strong>school</strong>. N=1610 36Diagram 4. Number of grades on which <strong>the</strong> pupil’s merit rat<strong>in</strong>g is based. N=1275 36Diagram 5. Merit rat<strong>in</strong>gs <strong>for</strong> <strong>the</strong> <strong>deaf</strong> <strong>and</strong> hear<strong>in</strong>g <strong>impaired</strong> <strong>in</strong> different types of <strong>school</strong>s. N=1275 37Diagram 6. Merit rat<strong>in</strong>gs <strong>for</strong> <strong>the</strong> <strong>deaf</strong> <strong>and</strong> hear<strong>in</strong>g <strong>impaired</strong> <strong>in</strong> different types of <strong>school</strong>s… 37Diagram 7. Merit rat<strong>in</strong>g <strong>for</strong> hear<strong>in</strong>g <strong>impaired</strong> pupils born <strong>in</strong> Sweden <strong>and</strong>… 38Diagram 8. Proportion (%) of teachers who say that <strong>the</strong> premises are acoustically adapted… 47Diagram 9. Proportion (%) of teachers <strong>and</strong> parents who th<strong>in</strong>k that <strong>school</strong> provides… 51Diagram 10. Proportion (%) of teachers <strong>and</strong> parents who th<strong>in</strong>k that <strong>the</strong> <strong>school</strong> develops… 52Diagram 11. Proportion (%) of teachers who say <strong>the</strong>y will make use of <strong>the</strong> possibility… 52<strong>Goal</strong> <strong>fulfilment</strong> <strong>in</strong> <strong>school</strong> <strong>for</strong> <strong>the</strong> <strong>deaf</strong> <strong>and</strong> hear<strong>in</strong>g <strong>impaired</strong>
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