Hearing-impaired pupils in mainstream education in Finland: teachers’ experiences of inclusion and support

Takala, Marjatta; Sume, Helena

doi:10.1080/08856257.2017.1306965

Cited by 21 publications

(24 citation statements)

References 29 publications

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“…As the case study data suggested, the teachers at first confused hearing impairments with learning disability. Hearing impairments are so-called invisible disability, therefore it can pass unnoticed for the teacher in some cases (Takala, Sume, 2018) or gets confused with some other possible problems. After the evaluation was carried out, the child's hearing impairment was identified.…”

Section: Discussionmentioning

confidence: 99%

“…So far no research has been conducted in Latvia on the social and academic inclusion of children with hearing impairments in mainstream schools. The evidence from the research conducted globally shows that students with hearing impairments have been increasingly more included in mainstream education over the last 20 years (Takala & Sume, 2018), however they may face numerous challenges in the process (Mekonnen et al, 2015). There are different dimensions of inclusion -organizational, social and academic (Nilsen, 2020).…”

Section: Children With a Hearing Impairment In A Mainstream Schoolmentioning

confidence: 99%

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Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study

Nīmante¹,

Ekša²

2020

Human, Technologies and Quality of Education, 2020

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Inclusive education means that all pupils, regardless of their ability, gender and race, can study with their peers in the school closest to their place of residence. When enrolling students with special needs in a school, the quality of the student’s academic and social inclusion is equally important. The study aims to analyze the single case of inclusion of a boy with a hearing impairment in a mainstream school X to answer the research questions: how do teachers deal with a pupil with hearing impairment and his needs in the classroom, what are the peculiarities of a hearing-impaired child’s learning, what support (academic and social) is provided to the boy to promote his inclusion in school and the classroom? In the qualitative study, semi structured interviews were conducted with the boy with a hearing impairment and 5 teachers of school X and the boy’s father, they were analyzed using content analysis. Three main categories emerged from the data: (1) support provided by teachers/school; (2) social participation in the classroom, school, friendships, (3) barriers for inclusion. There were two time periods in the first category suggested: (a) before the boy was identified as a child with special needs and (b) after the statement on special needs were received. There were several sub-categories that emerged from the transcripts: support measures provided to a child with a hearing impairment in the classroom, organizational response of the school to a child with a hearing impairment, the visible and invisible aspects in social participation of a child with hearing impairment in a mainstream school. The study highlighted that the academic and social inclusion experience of a child with a hearing impairment in a mainstream school may differ before and after receiving the statement from the Pedagogical Medical Commission on the child’s special needs. The study discusses whether the statement of a pupil’s special needs may become a new barrier to inclusive education that encourages schools to develop new exclusionary practices.

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Section: Discussionmentioning

confidence: 99%

Section: Children With a Hearing Impairment In A Mainstream Schoolmentioning

confidence: 99%

Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study

Nīmante¹,

Ekša²

2020

Human, Technologies and Quality of Education, 2020

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“…However, others disagree even on such a basic issue. Inclusion in the mainstream oral classroom, sometimes with the aid of note-takers and/or interpreters is taken to be the least stigmatizing form of education by many and is educational policy in some countries even in the face of poor academic outcomes (TAKALA;SUME, 2018;LAU et al, 2019).…”

Section: The Problemmentioning

confidence: 99%

Deaf children, humor and education policy

Napoli

Sutton–Spence

2019

Rev. Educ. Espec.

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Deaf children need true inclusion to learn, entailing consistent, pervasive use of visuallearning techniques. This is achieved via bilingual education policies that enforce deaf children's rights to use sign language, permitting teachers to engage in deaf pedagogy using sign language. Educational policies advocating inclusion via an interpreter in the mainstreamed classroom create the "illusion of inclusion" (Glickman 2003). We argue that, in either case, humor can aid inclusion. Understanding humor is a developmental ability, related to cognitive, social, linguistic, and metalinguistic competence. Additionally, learning how humor is understood and expressed contributes to language mastery. However, we find little discussion of humor in deaf education. We contend that deaf students have the right to learn through humor and play, throughout school. Educational and linguistic rights policies should reflect that. Educators understand that games are important for learning at any age, and especially for the very young where play is learning, and learning is play. We offer examples of how to modify common classroom activities to extend their effectiveness to deaf children and enhance their effectiveness with hearing children, from dance making mathematical concepts visually apparent, through sign language play encouraging creativity, to mime and theatre techniques illustrating geological facts.

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“…When the hearing‐impaired child reaches school age (in the year they turn seven), the family can choose either a regular school or a special setting. A child who needs individual support can now receive it in regular education, as every school has one or more special teachers to support these pupils (Halinen & Järvinen, ; Takala & Sume, ). Parents can apply for special support for their hearing‐impaired child (Finnish National Board of Education, ), offering access to prolonged compulsory education, with smaller class sizes of no more than 20 pupils (Basic Education Act, 2010/893 ).…”

Section: Inclusive Education In Finlandmentioning

confidence: 99%

“…The family can later on choose the day care setting and the school for their child. (Järvikoski et al ., ; Takala & Sume, )…”

Section: Introductionmentioning

confidence: 99%

Choosing the Future for a Child with a Severe Hearing‐Impairment

Takala

Viljamaa

Fredäng

2018

Support for Learning

Self Cite

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This study explores the choices made by parents of children who are severely hearing-impaired or deaf. It also gives ideas how to support these children at school. In a six-year longitudinal study, eleven families completed the study questionnaire four times. Questions were related to choice of hearing aid, methods of communication and educational settings, as well as the everyday experiences of life with a hearing-impaired child. Analysis of the results was informed by the work of Bourdieu. The findings indicate that while other ways of communicating were also used, parents preferred to communicate with their child within their own hearing field -that is, by means of speech -and choosing a cochlear implant made this possible. While the preferred educational setting was a regular school, special settings were also chosen, especially for children with multiple disabilities. Parents' choices commonly entailed hesitation, disagreement and a tendency to move towards hearing culture; in some cases, these choices changed during the study period. The article discusses parents' choices and their descriptions of daily life with their child who is severely hearing-impaired or deaf, ranging from wholly ordinary to something quite distinct or different.

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Hearing-impaired pupils in mainstream education in Finland: teachers’ experiences of inclusion and support

Cited by 21 publications

References 29 publications

Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study

Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study

Deaf children, humor and education policy

Choosing the Future for a Child with a Severe Hearing‐Impairment

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