Being deaf                in a ‘hearing school’THE	  EDUCATIONAL	  WELLBEING	  OF	  DEAF	  PUPILS	  AS	  AN	  INDICATOR	  ...
BELGIUM?	                Iceland                  EUROPE                                          BELGIUM                 ...
What	  is	  good	  educaDon	  for	  deaf	  children?	                                                                     ...
DEAF	  PUPILS	  (AGES	  2.5-­‐25)	  IN	  HEARING	  AND	  DEAF	  SCHOOLS	  IN	  FLANDERS	                     ‘hearing scho...
EducaDonal	  inspectorate:	  guarantee	  of	  quality	                                                                    ...
What	  determines	  educaDonal	  wellbeing?	                                                                WHAT	  DETERMI...
What	  determines	  educaDonal	  wellbeing?	                                                                              ...
What	  determines	  educaDonal	  wellbeing?	                                                                              ...
What	  determines	  educaDonal	  wellbeing?	                                                          WHAT	  DETERMINES	  ...
WHAT	  IS	  THE	  DEGREE	  OF	  WELLBEING?	  What	  is	  the	  degree	  of	  wellbeing?	  Together the 9 factors paint a g...
Why	  do	  you	  go	  to	  a	  ‘hearing	  school’?	                                                                       ...
Your	  ideal	  school,	  what	  would	  it	  look	  like?	                                                                ...
CONTACT	  Contact	      For more details, please ask me personally or e-mail at                ismessaert@home.nl
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Ps19.3 isabelle smessaert

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Ps19.3 isabelle smessaert

  1. 1. Being deaf in a ‘hearing school’THE  EDUCATIONAL  WELLBEING  OF  DEAF  PUPILS  AS  AN  INDICATOR  OF   EDUCATIONAL  QUALITY  OF  MAINSTREAMED  EDUCATION   Isabelle  Smessaert   Fevlado    (Flemish  Deaf  AssociaDon)  
  2. 2. BELGIUM?   Iceland EUROPE BELGIUM Flanders Finland Norway Sweden Russia Walloon Ireland Region Denmark U.K. The NetherlandsBELGIUM Poland Belarus 10.5 million inhabitants Germany Lux. Czech Rep. Ukraine France Switzerland Austria Slovakia 40% French-speaking Hungary Walloon Sign Language Italy Romania 60% Dutch-speaking Spain Flemish Sign Language 0.5% German-speaking
  3. 3. What  is  good  educaDon  for  deaf  children?   INTRODUCTION  For many people: What = Where Previously: ‘deaf school’ In the past decade: ‘hearing school’  school school ‘deaf school’  for the deaf for the hearingWhat  do  we  know  about  the  quality  of  ‘hearing  schools’  for  deaf  youngsters?  In Flanders the quality of this setting had not been investigated until 2009!Nevertheless: a lot of debating on the pros and cons of inclusive education and mainstreamingAnd: a decreasing possibility to really choose between the two settings
  4. 4. DEAF  PUPILS  (AGES  2.5-­‐25)  IN  HEARING  AND  DEAF  SCHOOLS  IN  FLANDERS   ‘hearing school’ ©  G.F.A.    Lichtert  (2009)   ‘deaf school’ Conclusion: more and more deaf pupils go to ‘hearing schools’ But: after 25 years … we still don’t know anything about this educational setting!
  5. 5. EducaDonal  inspectorate:  guarantee  of  quality   EDUCATIONAL  INSPECTORATE:  QUALITY  MODEL  ‘Hearing schools’ with the occasional deaf pupil = …? No informationDeaf pupils in secondary ‘hearing schools’: specific research population West Flanders: N = 20 response: 50% (in West Flanders) sample: N=12 (10 West Flanders + 2 East Flanders)HOW?  Quality  model  of  the  educaDonal  inspectorate  CIPO model OUTPUT: educational results COGNITIVE NON-COGNITIVE academic educational achievement wellbeing
  6. 6. What  determines  educaDonal  wellbeing?   WHAT  DETERMINES  EDUCATIONAL  WELLBEING?   What do deaf pupils consider to be essential to feeling (more or less) good at a ‘hearing school’?
  7. 7. What  determines  educaDonal  wellbeing?   WHAT  DETERMINES  EDUCATIONAL  WELLBEING?  1. Contact with other deaf pupils at school communication kinship2. The interpreter indirect influence: accessibility direct influence: social, emotional, statutory regulations3. Participation and accessibility 3 situations in class: a) there is an interpreter b) there is no interpreter, but the teacher uses ‘strategies’ c) there is no interpreter, the deaf pupil has to organize his own education4. To be excluded / bullied 11 of the 12 respondents have been bullied at their hearing school Why? being different being vulnerable How? fysically handicap-related exclusion / coldshouldering
  8. 8. What  determines  educaDonal  wellbeing?   WHAT  DETERMINES  EDUCATIONAL  WELLBEING?   5. Contact with the hearing environment UNFAMILIARITY COMMUNICATION BARRIERS superficial profound BEING DIFFERENT hearing youngsters deaf youngsters hearing teachers other deaf youngsters investment investmentCrucial RECIPROCITY Crucial EQUALITY BALANCE Smessaert, I.
  9. 9. What  determines  educaDonal  wellbeing?   WHAT  DETERMINES  EDUCATIONAL  WELLBEING?  6. Interest in the curriculum choice of subjects level of education7. Help and educational assistance itinerant teacher of the deaf classmates interpreter (regular) teachers8. Motivation effort + marks + presence of deaf peer group9. Expertise and adaptability of the school 1 hearing school stands out
  10. 10. WHAT  IS  THE  DEGREE  OF  WELLBEING?  What  is  the  degree  of  wellbeing?  Together the 9 factors paint a gloomy picture: (very) low degree of wellbeing, caused by - the loneliness, the lack of social contacts - the inaccessibility of the curriculum - the 3 barriers between the deaf pupils and the hearing surroundings - the vulnerable, dependant, incomplete and defective position in most cases there is no question of integration in most cases there is no question of ‘education’Conclusion: mismatch between deaf pupils & ‘hearing school’Fundamental are COMMUNICATION & KINSHIPA positive point: 1 ‘hearing school’ scores much better
  11. 11. Why  do  you  go  to  a  ‘hearing  school’?   WHY  DO  YOU  GO  TO  A  ‘HEARING  SCHOOL’?  1. Diploma ‘Deaf schools’ cannot issue diplomas = there is no choice2. Educational level The level is higher than that of the ‘deaf schools’3. Subjects There is more choice in subjects than in the ‘deaf schools’4. Too few pupils at the deaf schools Classes cannot be formed: no choice: ‘hearing school’5. ‘Deaf schools’: signing ability and attitude towardsbeing-deaf is not as desired Teachers in ‘deaf schools’ can hardly sign Often their attitude is paternalistic and their expectations are low There is no real choice between a ‘deaf’ and a ‘hearing school’.
  12. 12. Your  ideal  school,  what  would  it  look  like?   THEIR  IDEAL  SCHOOL?  “Imagine, I can work miracles, I have plenty of money andcan realize your ideal school. What would it look like?” They talk about -  the pupils -  deaf + hearing (n=7): for practical reasons, mostly -  only deaf (n=5) -  only hearing (n=0!) = COMMUNICATION -  the teachers & KINSHIP They simply cannot imagine deaf teachers! Communication must be good. They dream about 1 big ‘deaf school’. They don’t talk about teaching-styles, regulations, curriculum, infrastructure
  13. 13. CONTACT  Contact   For more details, please ask me personally or e-mail at ismessaert@home.nl
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