'But I Feel More at Home in the Deaf World Even if I Can Talk': D/deaf Adolescents' Experiences of Transitioning from a Mainstream School to a Deaf School in Sweden

Autor/inn/en	Andersson, Sara; Adams Lyngbäck, Liz
Titel	'But I Feel More at Home in the Deaf World Even if I Can Talk': D/deaf Adolescents' Experiences of Transitioning from a Mainstream School to a Deaf School in Sweden
Quelle	In: Deafness & Education International, 24 (2022) 3, S.249-266 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adams Lyngbäck, Liz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2021.1970086
Schlagwörter	Deafness; Hearing Impairments; Students with Disabilities; Educational Environment; Special Schools; Regular and Special Education Relationship; Placement; Self Concept; Language Skills; Foreign Countries; Identification (Psychology); Adolescents; Adolescent Attitudes; Sense of Community; Student Adjustment; Bilingualism; Sign Language; Sweden + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Special school; Sonderschule; Betriebspraktikum; Praktikum; Selbstkonzept; Language skill; Sprachkompetenz; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Adjustment; Adaptation; Bilingualismus; Gebärdensprache; Schweden
Abstract	Since the late 1990s, the majority of D/deaf students enter schooling in a mainstream setting. Little has been written about their experiences and how a change in school settings impacts their learning and social identity. In this study, semi-structured interviews have been conducted with nine students, and the results show that their time in a mainstream school setting has led them to construct a marginal or negative social identity, but after transitioning to a Deaf school, the social identity has shifted towards a positive one. According to students, this is due to feelings of belonging as equal members of the social group where they are given the opportunity to develop language skills that allow them to communicate without restrictions. The students also report improvement in academic achievements as a result of the sign bilingual school setting. Parents and D/deaf students need to experience the different language settings to make an informed decision. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01