Identifying effective practice: a study of the educational achievements of a small sample of profoundly deaf children

Lynas, Wendy

doi:10.1179/146431599790561299

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…The study sought to compare their educational provision and to identify what appeared to be good practice (Lynas, 1999).…”

Section: Methodsmentioning

confidence: 99%

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The provision of local mainstream education for young pupils who have cochlear implants

Bennett¹,

Lynas²

2001

Deafness & Education International

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Increasing numbers of severely and profoundly hearing-impaired children are receiving cochlear implants at an early age. The literature on cochlear implantation suggests that full mainstream schooling may be appropriate for many of these children, and government legislation encourages mainstream educational placement for children with special educational needs. This paper reports the findings of a small-scale study which aimed to ascertain the incidence of implanted pupils being educated in mainstream schools at present. A detailed study was undertaken of the provisions made for two Year 2 implanted pupils being educated in their local primary schools. Some of the issues pertinent to the provision of an inclusive education for this new population of young implanted hearing-impaired pupils are discussed.

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“…The study sought to compare their educational provision and to identify what appeared to be good practice (Lynas, 1999).…”

Section: Methodsmentioning

confidence: 99%

“…This study describes the current provision for two implanted 'pioneers'. Their progress will be further monitored in a longitudinal study (Lynas, 1999).…”

Section: The Studymentioning

confidence: 99%

The provision of local mainstream education for young pupils who have cochlear implants

Bennett¹,

Lynas²

2001

Deafness & Education International

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“…Similarly, Dale's (1967) Deaf Children at Home and at School emphasises that deaf children 'should be encouraged to try to speak rather than make signs,' and that parents 'should put as little emphasis as possible on the use of the hands' to the extent that they should 'at all times resist temptation to point to things' (52). Lynas, Huntington and Tucker (1991) insist that oralists had a 'moral responsibility to enable deaf children to acquire the dominant language of our society as a first priority' (127, emphasis in original). Again, the refusal to provide any space in the field to sign languages, or to recognise any kind of linguistic capital other than that of the dominant, spoken modality, is clear.…”

Section: The Situation In the Ukmentioning

confidence: 99%

3 Bourdieu, Plurilingualism and Sign Languages in the UK

O’Brien¹

2021

Critical Perspectives on Plurilingualism in Deaf Education

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This chapter examines the history of deaf education in the UK, with particular attention paid to education policy, through the lens of Bourdieusian theory. This lens lends a sociological grounding to the exploration of the (denied) possibilities of plurilingual education in the UK by using the concepts of linguistic capital, linguistic habitus and linguistic marketplace. Based on analysis of historic deaf education policy documents, reasons for the inhibition of plurilingual bimodal education environments are outlined, with a possible way forward based on the example of the revitalisation of the Welsh language by successive legislative and policy acts.

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Suggestions for Successful Inclusive Education of Hearing-Impaired Students through Qualitative Analysis

Bahng,

Han

2023

Audiol Speech Res

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The purpose of present study was to provide suggestions for successful inclusive education of students with hearing impairments. We conducted focus group interviews involving five adults with congenital hearing loss who had received the inclusive education and five mothers of children with hearing impairments who are currently in the mainstream education setting. The data were explored by using the phenomenological analysis method in terms of three categories: the reasons for choosing mainstream schools, experimences with teachters and classmantes, and future directions for achieving successful inclusive education. Based on the analysis of interview, the choice of mainstream inclusive schools was motivated by the desire to use oral communication and interact with non-disabled peers. The experiences with peers and teachers at the mainstream schools were generally positive. In addition, students with hearing impairments expressed a preference for education that focuses more on understanding their shared disabilities with their friends at school, rather than general information about disabilities. The current results suggest that future studies should investigate peer relationships within the schools and explore educational policies related to the hearing impairment.

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Identifying effective practice: a study of the educational achievements of a small sample of profoundly deaf children

Cited by 3 publications

References 5 publications

The provision of local mainstream education for young pupils who have cochlear implants

The provision of local mainstream education for young pupils who have cochlear implants

3 Bourdieu, Plurilingualism and Sign Languages in the UK

Suggestions for Successful Inclusive Education of Hearing-Impaired Students through Qualitative Analysis

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