The thesis deals with the process of education of hard of hearing people. The work is based on relevant professional literature and is divided into the theoretical and practical part. The theoretical part of the work sums up the classification of hearing impaired people, hearing loss and its specifics. The work further focuses on the education of people with hearing impairment and pursues the development of education of these people in more detail. Besides, it takes interest in legislative measures related to schooling and concentrates on the education of hard of hearing people in various types and stages of schools in particular. The theoretical part concludes with a description of the current situation in the Czech Republic in the context of the chosen areas of education of hearing impaired people. The practical part consists of a research survey carried out by means of interviews that are analysed using the grounded theory research method. Using a research survey, the practical part looks into the attitudes that hard of hearing people maintain while studying. The aim of the work is to find out which positives and negatives these people meet during their studies. The outcomes of the research survey highlighted the phenomena that emerge in schooling and how the respondents perceive them. Finally,...

Depuis le début des années 80, les systèmes d’éducation à travers le monde recommandent l’intégration des élèves malentendants en classe ordinaire. Malgré l’utilisation d’aides auditives et de système MF, les élèves vivent des périodes où l’amplification reçue est insuffisante ou non optimale. Ces périodes sont causées par des facteurs influençant leurs conditions de communication et cela peut nuire à leurs apprentissages. Pourtant, les études sur ces situations vécues par les élèves ont très peu considéré leur point de vue. L’étude présentée vise à 1) de documenter les perceptions des situations de communication en classe mentionnées par des élèves malentendants intégrés, appareillés et ayant un système MF décerné ou rapportées à des professionnels; 2) de comprendre le contexte dans lequel des conditions non optimales de communication surviennent; 3) d’identifier les stratégies compensatoires rapportées par l’élève ou son locuteur ou déployées lors de leur participation aux activités de classe. Cette étude de cas multiples combine des données qualitatives et quantitatives recueillies à partir d’entrevues en profondeur auprès de huit élèves malentendants, de courtes entrevues avec leur enseignant et leur intervenant principal et une session d’observation en classe au cours de laquelle le niveau de bruit a été mesuré et les positions de l’enseignant ont été notées. Les données ont été analysées de manière longitudinale afin de décrire les participants et transversale afin de les comparer. Les résultats montrent que les élèves malentendants parlent de leurs situations de communication en classe, surtout les plus difficiles en associant toutes leurs difficultés au locuteur ou au milieu et non à eux-mêmes. Pour ce qui est du contexte, des niveaux élevés de bruit ont été mesurés et les positions des enseignants montrent qu’ils sont généralement loin de l’enfant malentendant ou qu’ils ne lui font pas face. Par ailleurs, les enseignants mentionnent ne pas avoir assez d’informations pour bien venir en aide à ces élèves. Enfin, les élèves et leurs enseignants utilisent différentes stratégies de communication, mais celles-ci ne sont pas toujours efficaces pour faciliter la communication. Toutes ces constatations mènent à des pistes de solutions visant à améliorer les situations de communication en classe et le contexte dans lequel les élèves apprennent, notamment l’accroissement des connaissances des divers acteurs et de leur collaboration entre eux. / For more than three decades, school authorities have encouraged the education of children with hearing loss in inclusive settings. Despite the use of technologies such as hearing aids and FM systems and because of a series of factors influencing verbal communication conditions, hearing-impaired students integrated in mainstreamed classes experience periods of non-optimal amplification that can hamper learning activities. Only a few studies have been conducted by taking the students’ points of view into consideration. This study aims at 1) documenting the perceptions that mainstreamed hearing-impaired students using amplification and allowed to a FM system have or have reported to professionals of their communication situations in class, 2) describing the context in which communication conditions occur, 3) identifying the compensatory strategies known or used by students and speakers while they participate in class activities. This multiple-case study combines qualitative and quantitative data collected from in-depth interviews with eight hearing-impaired students, from short interviews with each student’s teacher and main professional, and from observation sessions during which the level of noise in the classroom were measured and the positions of the teacher were noted. The data were analyzed longitudinally to describe the students and transversely to compare the students. The results showed that hearing-impaired elementary school students can talk about their classroom communication situations; often, for the most difficult ones, students relate all of their difficulties to the speaker and the environment, and not to themselves. As for the context, the results showed that teachers were mostly far from the students and not facing them, that formal teaching was not often done, and that classrooms were noisy. Furthermore, teachers mention that they didn’t have enough information in order to fully help these students. Teachers and students also use different communication strategies, but these strategies are not always efficient in improving communication. All of these results point to solutions for improving classroom communication and the context in which students learn by increasing knowledge and collaboration between the different actors.

The diploma thesis entitled "Education of Pupils with parallel hearing and mental disabilities in the 1st grade of Primary School for the hearing impaired " analyzes the accessibility of teaching aids for students frequenting Grades 1-6 of elementary schools for students with hearing problems. With respect to the subject treated, exploring part of the thesis focuses on on the collaboration of the teacher with the hearing-impaired educator or the educator's assistant. Also discussed are the types of communication systems most frequently used by the teachers during their work. In the thesis there is also an overview of elementary schools in the Czech Republic, in which students with hearing impairments and parallel mental retardation are educated on the 1st grade. The objective of this diploma thesis is to point out the shortage of teaching aids for students with this form of health impairment, who require a variety of educational strategies, given their specific educational needs. The research work was undertaken using methods of a semi-structured interview, observation and an analysis of teaching products. The outcome of the research conducted for the purposes of this diploma thesis was the conclusion that the availability of teaching aids for students with parallel hearing and mental impairments...

The thesis deals with the roles of the deaf assistant and deaf teacher in a primary school for pupils with hearing impairment in the Czech language lessons. It can be notionally divided into two parts. The first part is dedicated to the theoretical education of the deaf, mainly to presentation of bilingual education and its application in contemporary education in our country and abroad. Thesis discusses the Czech sign language and the differences between it and the Czech language in the context of teaching Czech as a second language for the deaf. Adequate space is devoted to deaf assistant and deaf teacher and their work in the classroom in cooperation with hearing teacher. The second notional part contains analyzed data and results interpretation of the research, which was carried out through questionnaires and participant observation in classrooms. The outputs of the research showed that from view of respondents is presence of deaf teaching staff important for many different reasons. Involvement of deaf teacher in the learning process emerged almost equal as the participation of a hearing teacher. Participation of deaf assistant depends more on the individual agreement with the hearing teacher. The pairs had divided competencies in different ways.

The diploma thesis entitled "Education of Pupils with parallel hearing and mental disabilities in the 1st grade of Primary School for the hearing impaired " analyzes the accessibility of teaching aids for students frequenting Grades 1-6 of elementary schools for students with hearing problems. With respect to the subject treated, one part of the thesis focuses on the instruction methods used for the teaching and education of such children and on the collaboration of the teacher with the hearing-impaired educator or the educator's assistant. Also discussed are the types of communication systems most frequently used by the teachers during their work. The second part of the thesis provides an overview of elementary schools in the Czech Republic, in which students with hearing impairments and parallel mental retardation receive education. The objective of this diploma thesis is to point out the shortage of teaching aids for students with this form of health impairment, who require a variety of educational strategies, given their specific educational needs. The research work was undertaken using methods of a semi-structured interview, observation and an analysis of teaching products. The outcome of the research conducted for the purposes of this diploma thesis was the conclusion that the availability of...

In der Arbeit wird die Lesekompetenz von SchülerInnen in Hörgeschädigtenschulen untersucht. Es werden Verfahren genutzt, die im Rahmen der aktuellen Bildungsevaluation nach der PISA- und IGLU-Studie zum Einsatz kommen. In den drei durchgeführten Teiluntersuchungen ist die Klasse des Berliner Schulversuchs als Beispiel eines bilingualen (d. h. gebärden-, laut- und schriftsprachlichen Unterrichts) beteiligt: a) 49 hörgeschädigte ViertklässlerInnen werden mit Hilfe einer IGLU-Textaufgabe untersucht. b) Es wird die VERA-Deutscharbeit 2005 von 57 hörgeschädigten ViertklässlerInnen evaluiert. c) Eine schulweite Studie zur Lesekompetenz an der Ernst-Adolf-Eschke-Schule wird vorgestellt, in der 34 zumeist hochgradig hörgeschädigte Viert- bis NeuntklässlerInnen unter identischen Bedingungen (mit der VERA-Deutscharbeit 2005) evaluiert werden. Eine auf nationalen und internationalen Vorstudien basierende forschungsleitende Hypothese bestätigt sich: Bei gehörlosen und schwerhörigen SchülerInnen in einem weitgehend lautsprachlichen Unterricht findet sich ein Zusammenhang zwischen Hörstatus und Schriftsprachkompetenz. In einem bilingualen Konzept, das für alle SchülerInnen eine funktionale Basissprache zur Verfügung stellt, ist dieser Zusammenhang nicht gegeben oder wird abgeschwächt. So übertrifft die bilinguale vierte Klasse in der schulweiten Untersuchung alle anderen Gruppen, bis hin zur neunten Klasse. Die bilingualen SchülerInnen haben ein entwickeltes diskursstrukturelles Verständnis, exekutives Metawissen und zeigen flexible Schriftspracherwerbsverläufe. Insgesamt liegen die Ergebnisse der hörgeschädigten SchülerInnen unter der hörenden Altersnorm, wobei sich die Variable eines nicht-deutschsprachigen Elternhauses bzw. Migrationshintergrundes als weiteres entscheidendes Merkmal erweist, das sich belastend auf die Entwicklung der Lesekompetenz auswirkt, und SchülerInnen mit einem CI in den beteiligten Hörgeschädigtenklassen überwiegend schwache Ergebnisse erzielen. / The research project focuses on reading literacy in students in schools for the deaf and hard-of- hearing. Research methods are based on current evaluation programs in educational science, following the example of the PISA and IGLU (international name: PIRLS) studies. Three smaller studies are presented, each of which includes a bilingual trial class at the Berlin School for the Deaf, where deaf students are educated by means of sign, spoken, and written language combined: a) 49 hearing impaired fourth graders are evaluated with the help of an IGLU-task. b) A nationwide German test (VERA-Deutscharbeit 2005) of 57 hearing impaired fourth graders is examined. c) At the Berlin School for the Deaf 34 mostly deaf fourth to ninth graders are tested under identical conditions (using the VERA-Deutscharbeit 2005). The results support findings indicated by previous national and international studies: in an educational environment where spoken language is the main means of instruction hearing loss is an important predictor for low literacy. In a bilingual class all students have access to at least one language. Here, the influence of hearing loss as a predictor is weakened or vanishes. The bilingual fourth graders show better results than any other class of their school including ninth graders. They have a higher understanding of the structures of discourse, more highly developed meta-cognitive skills and show flexible ways in the acquisition of written language. The overall results of the deaf and hard-of-hearing students are significantly below the hearing age norm. Deaf and hard-of-hearing students with non-German speaking parents show lower results than those with German-speaking parents. Within this study the majority of children with cochlear-implants produces very weak results.

<p>Tidigare forskning kring funktionshindrade elevers skolgång och behov har oftast kretsat runt föräldrarnas eller andra vuxnas perspektiv. Barn och unga med funktionshinder har setts med vuxnas ögon. Röster och erfarenheter från barn och ungdomar med funktionshinder har i stort saknats i utredningar och betänkanden. Detta trots att Sverige förbundit sig att efterleva FN:s konvention om barnets rättigheter och inlemma barn och unga i beslutsprocesser. Med utgångspunkt från artikel 12 i FN:s barnkonvention, om barns rätt att höras och bli hörda och den nyligen initierade utredningen om bland annat behovet av en specialskola för elever i gymnasieålder, samt kommunernas möjlighet att anordna utbildning för elever med vissa funktionshinder, var syftet med den aktuella studien att belysa funktionshindrade barn och ungdomars erfarenheter och upplevelser av sin skolsituation. Metoden som använts i denna studie är kvalitativ och med hjälp av en relativt ny och kreativ teknik som kallas ”höringar” försökte vi kartlägga och fördjupa kunskaperna om hörselskadade och döva ungdomars skollinje och erfarenheter från olika skolformer. Utifrån ett barnperspektiv försökte vi besvara dessa frågeställningar; Hur upplever RGD/RGH-elever sin nuvarande skolsituation? Hur gestaltar sig deras erfarenheter av tidigare skolformer? Är ”höringar” en användbar teknik för att få fram de döva och hörselskadades röster? Målgruppen för den aktuella studien består av nio döva och hörselskadade ungdomar som går på riksgymnasiet för döva och hörselskadade i Örebro. Avsikten med studien har inte varit att utröna vilken skolform som kan anses mest lämplig för döva och hörselskadade elever. Studiens litteraturgenomgång berörde centrala begrepp och definitioner på funktionshinder, från de döva och hörselskadades perspektiv. Det svenska teckenspråkets ställning, förhållandet mellan barnperspektiv och barns perspektiv samt internationella politiska styrdokument låg till grund för denna studie. Resultaten från höringarna presenterades i enlighet med modellen i text och bild, så tolkningsfritt som möjligt. Av resultaten framkom det att ungdomarnas upplevelser och erfarenheter låg i linje med den litteratur som granskats i denna studie. Studien visade att ungdomarna upplevelser av RGD/RGH i stort är positiv när det gäller boende-skola-fritid i Örebro. Slutsatsen blev att, för att kartlägga funktionshindrades upplevelser och erfarenheter med ett barnperspektiv utifrån barnkonventionen, så är tekniken ”höring” en passande metod.</p> / <p>Earlier research concerning disabled children’s school attendance or needs often did focus from the parent’s or other adult’s point of view. Disabled youths and children has been seen through the eyes of the adults. Views and experiences of disabled youth and children has clearly been missing in inquiries and reports. Even though that Sweden has undertaken to live up to UN:s Convention about the Rights of Children and involve young people in the decision-making. Setting out from the UNCRC, article 12, about children’s rights to be heard and the recently proposed inquiry of the need of a special upper secondary school for students with disabilities, and the ability of the municipalities to organize education for students with certain disabilities, the purpose of this study was to shed light upon disabled youths and children’s experiences of their school situation. The method used in this study is qualitative, and with this new and creative technique called ”hearings” we tried to map out and engross the knowledge about the line of school for deaf and heaing impaired youth and their views on these different types of schools. Attempts were made to answer these questions from a child’s perspective; how do RGD/RGH-students find their present schoolsituation? What shapes have their experiences from earlier schools they attended? Was ”hearings” a useful technique to express the views of the young deaf and the hearing impareds? The target group in this study consisted of nine deaf and hearing impared youths attending the national upper secondary school for the deaf and hearing impared in Örebro. The purpose of this study was not to find out what would be the best kind of school for the deaf and hearing impared students. The litterature review in the study touched upon central concepts and definitions on disabilities, from the perspective of deaf and hearing impared. Status of the Swedish sign language, relationship between childperspective/ children’s perspective and international political treaties and document was the basis of this study. The results from the ”hearings” was presented accordingly to this techique in texts and pictures, as free from interpretations as possible. The study concluded that the experiences of these youths were in line with the literature review being used in this study. The study shows that their experiences are of the positive kind concerning housing-school-leisure in Örebro. The study also concluded that, in order to map out the experiences of disabled people from a children’s point of view according to the UNCRC, ”hearing” as a technique is suitable.</p>

Tidigare forskning kring funktionshindrade elevers skolgång och behov har oftast kretsat runt föräldrarnas eller andra vuxnas perspektiv. Barn och unga med funktionshinder har setts med vuxnas ögon. Röster och erfarenheter från barn och ungdomar med funktionshinder har i stort saknats i utredningar och betänkanden. Detta trots att Sverige förbundit sig att efterleva FN:s konvention om barnets rättigheter och inlemma barn och unga i beslutsprocesser. Med utgångspunkt från artikel 12 i FN:s barnkonvention, om barns rätt att höras och bli hörda och den nyligen initierade utredningen om bland annat behovet av en specialskola för elever i gymnasieålder, samt kommunernas möjlighet att anordna utbildning för elever med vissa funktionshinder, var syftet med den aktuella studien att belysa funktionshindrade barn och ungdomars erfarenheter och upplevelser av sin skolsituation. Metoden som använts i denna studie är kvalitativ och med hjälp av en relativt ny och kreativ teknik som kallas ”höringar” försökte vi kartlägga och fördjupa kunskaperna om hörselskadade och döva ungdomars skollinje och erfarenheter från olika skolformer. Utifrån ett barnperspektiv försökte vi besvara dessa frågeställningar; Hur upplever RGD/RGH-elever sin nuvarande skolsituation? Hur gestaltar sig deras erfarenheter av tidigare skolformer? Är ”höringar” en användbar teknik för att få fram de döva och hörselskadades röster? Målgruppen för den aktuella studien består av nio döva och hörselskadade ungdomar som går på riksgymnasiet för döva och hörselskadade i Örebro. Avsikten med studien har inte varit att utröna vilken skolform som kan anses mest lämplig för döva och hörselskadade elever. Studiens litteraturgenomgång berörde centrala begrepp och definitioner på funktionshinder, från de döva och hörselskadades perspektiv. Det svenska teckenspråkets ställning, förhållandet mellan barnperspektiv och barns perspektiv samt internationella politiska styrdokument låg till grund för denna studie. Resultaten från höringarna presenterades i enlighet med modellen i text och bild, så tolkningsfritt som möjligt. Av resultaten framkom det att ungdomarnas upplevelser och erfarenheter låg i linje med den litteratur som granskats i denna studie. Studien visade att ungdomarna upplevelser av RGD/RGH i stort är positiv när det gäller boende-skola-fritid i Örebro. Slutsatsen blev att, för att kartlägga funktionshindrades upplevelser och erfarenheter med ett barnperspektiv utifrån barnkonventionen, så är tekniken ”höring” en passande metod. / Earlier research concerning disabled children’s school attendance or needs often did focus from the parent’s or other adult’s point of view. Disabled youths and children has been seen through the eyes of the adults. Views and experiences of disabled youth and children has clearly been missing in inquiries and reports. Even though that Sweden has undertaken to live up to UN:s Convention about the Rights of Children and involve young people in the decision-making. Setting out from the UNCRC, article 12, about children’s rights to be heard and the recently proposed inquiry of the need of a special upper secondary school for students with disabilities, and the ability of the municipalities to organize education for students with certain disabilities, the purpose of this study was to shed light upon disabled youths and children’s experiences of their school situation. The method used in this study is qualitative, and with this new and creative technique called ”hearings” we tried to map out and engross the knowledge about the line of school for deaf and heaing impaired youth and their views on these different types of schools. Attempts were made to answer these questions from a child’s perspective; how do RGD/RGH-students find their present schoolsituation? What shapes have their experiences from earlier schools they attended? Was ”hearings” a useful technique to express the views of the young deaf and the hearing impareds? The target group in this study consisted of nine deaf and hearing impared youths attending the national upper secondary school for the deaf and hearing impared in Örebro. The purpose of this study was not to find out what would be the best kind of school for the deaf and hearing impared students. The litterature review in the study touched upon central concepts and definitions on disabilities, from the perspective of deaf and hearing impared. Status of the Swedish sign language, relationship between childperspective/ children’s perspective and international political treaties and document was the basis of this study. The results from the ”hearings” was presented accordingly to this techique in texts and pictures, as free from interpretations as possible. The study concluded that the experiences of these youths were in line with the literature review being used in this study. The study shows that their experiences are of the positive kind concerning housing-school-leisure in Örebro. The study also concluded that, in order to map out the experiences of disabled people from a children’s point of view according to the UNCRC, ”hearing” as a technique is suitable.

University of Macau / Faculty of Education

Made available in DSpace on 2016-06-02T20:25:06Z (GMT). No. of bitstreams: 1 3242.pdf: 2170601 bytes, checksum: 29988c9ffa67287b69aa76d549392562 (MD5) Previous issue date: 2010-09-01 / The changes occurred in our society in the last few years have immediately reflected in the school sphere. Nowadays, in the educational context there is a great international effort in favor of the inclusive education, which proposes to welcome students from any belief, race, social or financial background and who also may have any kind of disability. In this direction, this research has as objective to investigate the perceptions of deaf and hearing impaired students, included in state schools, concerning the teaching and learning process of a second language as part of the school curriculum, and therefore discuss the legislation which obliges those students to be in regular classrooms as well as the questions brought about regarding the process of inclusion. The subjects of the research are deaf or hearing impaired students from the 5th grade Elementary School to the 3rd grade High School, in the region of Araraquara, São Paulo, Brazil. It is a qualitative research, whose data were collected throught: (a) classroom observation; (b) questionnaires and interviews, intermediated by a professional specialized in sign language and (c) drawings. As a result, the data analyses have revealed that the students degree of language knowledge, of performance and of inclusion is related to individual characteristics. / As mudanças presenciadas em nossa sociedade nos últimos anos têm tido reflexos imediatos no âmbito escolar. Há, atualmente, no contexto educacional forte movimento mundial a favor da educação inclusiva, a qual propõe o acolhimento de todos os alunos independentemente de suas crenças, raças, credos, status social e financeiro ou que sejam deficientes físicos, intelectuais ou sensoriais. Inserida nesse contexto inclusivo, essa pesquisa tem como objetivo investigar as percepções sobre as aulas de língua inglesa de alunos com surdez ou com algum grau de perda auditiva, em escolas públicas estaduais e, a partir delas, discutir os aportes legais que obrigam esses alunos a frequentar classes regulares e bem como as questões surgidas do processo de inclusão. Alunos com surdez ou com deficiência auditiva que frequentam desde a 5ª. série do Ensino Fundamental à 3ª. série do Ensino Médio de uma região do interior do Estado de São Paulo foram os sujeitos da pesquisa. É uma investigação de base qualitativa, cujos dados foram obtidos por meio de (a) observação direta em sala de aula, (b) questionários e entrevistas, intermediados por um professor especializado em audicomunicação e (c) desenhos. Como resultado, a análise dos dados aponta que o grau de conhecimento da língua, de desempenho e de inclusão desse tipo de aluno está relacionado a características individuais.