Policy and Practice in Deaf Education: Views and Experiences of Teachers, and of Young People Who Are Deaf in Northern Ireland and Sweden

Autor/in	Doherty, Marie
Titel	Policy and Practice in Deaf Education: Views and Experiences of Teachers, and of Young People Who Are Deaf in Northern Ireland and Sweden
Quelle	In: European Journal of Special Needs Education, 27 (2012) 3, S.281-299 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2012.678663
Schlagwörter	Total Communication; Sign Language; Deafness; Outcomes of Education; Young Adults; Foreign Countries; Literacy; Teaching Methods; Educational Practices; Educational Policy; Adolescent Attitudes; Teacher Attitudes; Hearing Impairments; Qualitative Research; Attitudes toward Disabilities; Performance Factors; Accessibility (for Disabled); Comparative Education; Educational Legislation; Semi Structured Interviews; Mainstreaming; Barriers; Special Needs Students; Effective Schools Research; Sweden; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Gebärdensprache; Gehörlosigkeit; Taubstummheit; Lernleistung; Schulerfolg; Young adult; Junger Erwachsener; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Politics of education; Bildungspolitik; Lehrerverhalten; Hearing impairment; Hörbehinderung; Qualitative Forschung; Leistungsindikator; Accessibility; Zugänglichkeit; Vergleichende Erziehungswissenschaft; Bildungsrecht; Schulgesetz; Sonderpädagogischer Förderbedarf; Schulforschung; Schweden
Abstract	Due to the fact that the outcomes of education for most school leavers who are deaf in Northern Ireland are weak literacy skills and below average reading ages, a study was undertaken to investigate this situation. The views and experiences of teachers of children who are deaf, and of young people who are deaf in Northern Ireland, where oral and total communication forms of instruction are employed in their education were compared with those of Sweden where a sign bilingual is used in education, in the context of current policy and practice. The aim of the study was to find out if there are elements of Swedish policy and practice that could help resolve the situation for Northern Irish learners who are deaf. A qualitative approach was adopted via interviews with teachers of deaf and young people who were deaf in both countries. Findings are reported in relation to policy and practice in education, attitudes to deafness, status of sign language and other factors. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10