Resources for Deaf and Hard-of-Hearing Students in Mainstream Schools in Sweden. A Survey

Autor/inn/en	Holmström, Ingela; Schönström, Krister
Titel	Resources for Deaf and Hard-of-Hearing Students in Mainstream Schools in Sweden. A Survey
Quelle	In: Deafness & Education International, 19 (2017) 1, S.29-39 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holmström, Ingela) ORCID (Schönström, Krister)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2017.1292670
Schlagwörter	Deafness; Partial Hearing; Foreign Countries; Mainstreaming; Surveys; Semi Structured Interviews; Questionnaires; Municipalities; Public Schools; Hearing Impairments; Special Education Teachers; Teacher Role; Sign Language; Assistive Technology; Sweden + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hörbehinderung; Ausland; Survey; Umfrage; Befragung; Fragebogen; Magistrat; Public school; Öffentliche Schule; Hearing impairment; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Gebärdensprache; Schweden
Abstract	Although once placed solely in deaf schools, a growing number of deaf students in Sweden are now enrolling in mainstream schools. In order to maintain a functional educational environment for these students, municipalities are required to provide a variety of supporting resources, e.g. technological equipment and specialized personnel. However, the functions of these resources and how these relate to deaf students' learning is currently unknown. Thus, the present study examines public school resources, including the function of a profession called a hörselpedagog (HP, a kind of pedagogue that is responsible for hard-of-hearing students). In particular, the HPs' perspectives on the functioning and learning of deaf students in public schools were examined. Data were collected via (i) two questionnaires: one quantitative (n = 290) and one qualitative (n = 26), and (ii) in-depth interviews (n = 9). These show that the resources provided to deaf children and their efficacy are highly varied across the country, which holds implications for the language situations and learning of deaf students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01