inclusion rating scale hard of hearing children
DESCRIPTION
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. INTRODUCTION. INTERVIEWS. RATING SCALE. CONCLUSIONS. Introduction. Goal of research project - PowerPoint PPT PresentationTRANSCRIPT
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
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
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
INTERVIEWS RATING SCALE CONCLUSIONS
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
INTRODUCTION
Interviews mothers
INTERVIEWS RATING SCALE CONCLUSIONS
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….”
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
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
INTERVIEWS RATING SCALE CONCLUSIONS
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
INTRODUCTION
Results interviews
INTERVIEWS RATING SCALE CONCLUSIONS
Facilitators Detractors *1. Recognition of impact of hearing
impairment 2. Stay alert 3. Promote self-reliance4. Really is part of class
5. School is enthousiastic, pro-active 6. PT is model (in class) for teacher and
classmates Individual coaching PT7. Teamwork8. Contact with peers bij HH pupils and
parents
1. Trivialisation of hearing impairment
2. Recline and do nothing 3. Lack of independence 4. Is accepted, but is not really
part of class 5. School is passive6. PT: indirect coaching in school
7. Individual Actions8. No peer contact
* Kreimeyer & Jamieson, 2010
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
“Being There is Not Enough:
Inclusion is both Deaf and Hearing”
(Komesaroff & McLean, 2006)
INTRODUCTION
Results interviews & literature reviewtranslated to questionnaire
INTERVIEWS RATING SCALE CONCLUSIONS
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
INTRODUCTION
Results interviews & literature reviewtranslated to questionnaire
INTERVIEWS RATING SCALE CONCLUSIONSINTRODUCTION
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
INTRODUCTION
HH pupil in educational environment
INTERVIEWS RATING SCALE CONCLUSIONS
HOH PUPIL
classmateclassmate
classmate classmate
Teacher
Peripatetic Teacher
SCHOOL MANAGEMENT
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
Assessment evaluates pupil and environment
1. HH pupils’ progress compared to H classmates (as in CHAPS, Smoski et al., 1998)
2. Willingness to cope with hearing loss by environment
- Class
- Teacher
- School management
- Peripatetic teacher
INTRODUCTION
Introduction of environment scale into questionnaire
INTERVIEWS RATING SCALE CONCLUSIONS
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
INTRODUCTION
Coherent items rating scale
INTERVIEWS RATING SCALE CONCLUSIONS
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
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
INTRODUCTION
Results: Pupil scale
INTERVIEWS RATING SCALE CONCLUSIONS
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
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
INTRODUCTION
Results: Casus
INTERVIEWS RATING SCALE CONCLUSIONS
Casus 1Boy, HH, 11 years old
Casus 2Boy, H, 11 years old
Total Language Social B. Class B. Total Language Social B. Class B
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
INTRODUCTION
Results: Environment scale
INTERVIEWS RATING SCALE CONCLUSIONS
Teachers:
“Awareness of impact of hearing loss is increased by answering questionnaire”
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
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
INTERVIEWS RATING SCALE CONCLUSIONS
ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt
INTRODUCTION
“Do justice to their talent …” !
INTERVIEWS RATING SCALE CONCLUSIONS
Thank you [email protected]