iced 2010 inclusion rating scale hard of hearing children

Inclusion Rating Scale Hard of Hearing Children

Annemiek Voor in ‘t holt, Beppie van den Bogaerde, Rob de Lange

Professorship of Deaf Studies Utrecht University of Applied Sciences

ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt

Goal of research project Enhance position of hearing impaired

(HH) children in Dutch educational environment

Through: Development of Inclusion Ratingscale based on J.Richards (2003)

INTRODUCTION

Introduction

INTERVIEWS RATING SCALE CONCLUSIONS


Interviews parents HH children, HH adults and peripatetic teachers (PT)

Literature review Visit to Australia Development of questionnaire Survey amongst Peripatetic Services (PS) Analyses of responses Presenting results to PS

INTRODUCTION

Research



INTRODUCTION

Interviews mothers


Importance of awareness“Yeah uh, with D. the most important thing is

that uhm, the directly involved people notice that he really is missing something.

Because … it lookes like he always hears everything...

But … it’s very tricky, if you talk with him alone he understands a lot … while in class he really misses a lot of the interaction….”


Teacher behaviour = Model behaviour“The teacher can do a lot of little things. Repeat

the question of a child for example, uh, that’s very important.

A teacher might also say occasionally, uhm … “Could you turn to D.?” And when a teacher just now and then says “Wait a moment, could you repeat that please?” or “I’ll write it on the blackboard”, it’s remarkable that children subconsiously copy this behaviour”. In that way the teacher provides a natural model.

INTRODUCTION

Interviews mothers



INTRODUCTION

Results interviews


Facilitators Detractors *1. Recognition of impact of hearing

impairment

2. Stay alert

3. Promote self-reliance� Really is part of class

� School is enthousiastic, pro-active � PT is model (in class) for teacher and

classmates

Individual coaching PT

9. Teamwork

10. Contact with peers bij HH pupils and parents

1. Trivialisation of hearing impairment

� Recline and do nothing � Lack of independence � Is accepted, but is not really

part of class � School is passive� PT: indirect coaching in school

9. Individual Actions

10. No peer contact

* Kreimeyer & Jamieson, 2010


“Being There is Not Enough:Inclusion is both Deaf and Hearing”

(Komesaroff & McLean, 2006)

INTRODUCTION

Results interviews & literature reviewtranslated to questionnaire



INTRODUCTION

Results interviews & literature reviewtranslated to questionnaire

INTERVIEWS RATING SCALE CONCLUSIONSINTRODUCTION


INTRODUCTION

HH pupil in educational environment


HOH PUPIL

classmateclassmate

classmate classmate

Teacher

Peripatetic Teacher

SCHOOL MANAGEMENT


Assessment evaluates pupil and environment HH pupils’ progress compared to

H classmates (as in CHAPS, Smoski et al., 1998)

Willingness to cope with hearing loss by environment

- Class- Teacher- School management- Peripatetic teacher

INTRODUCTION

Introduction of environment scale into questionnaire



INTRODUCTION

Coherent items rating scale


HH child asks for repetition after noticing that something is not

understoodH classmates

know something about hearing impairmentTeacher

• creates a quiet listening environment in the classroom • is aware of the need for eye-contact in communication

• paraphrases responses of other pupils during instructions and discussions

School creates good acoustics in classrooms and other spaces


INTRODUCTION

Results: Pupil scale


Mean Scores on Three Dimensions (n = HOH 28; H 19)

-5-4-3-2-101

HOH H

HOH -1,92 -0,63 -0,8

H 0,18 0,18 0,13

Language Social Behaviour Class Behaviour


INTRODUCTION

Results: Casus


Casus 1Boy, HH, 11 years old

Casus 2Boy, H, 11 years old

Total Language Social B. Class B. Total Language Social B. Class B


INTRODUCTION

Results: Environment scale


Teachers:

“Awareness of impact of hearing loss is increased by answering questionnaire”


No correlation inclusion score / duration PS Introduction of environmental scale does more

justice to principles of inclusion and stimulates engagement of environment

Research group too small for firm conclusions Promising results, further studies needed

INTRODUCTION

Conclusions



INTRODUCTION

“Do justice to their talent …” !


Thank you [email protected]

iced 2010 inclusion rating scale hard of hearing children

Education