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Hard of hearing learners in a school for the deaf: A case study in the Eastern Cape province
Background Learners who are hard of hearing (HoH) in the Eastern Cape typically attend special schools for the deaf. Failures in mainstream schools result in learners being placed at a special school where South African Sign Language (SASL) is used as the medium of instruction. This is despite learners having residual hearing compared to their d/Deaf peers. This scenario is common in South Africa and often poses a dilemma for professionals in the field. Objectives The objectives of this study were to describe the contextual factors of the audiological history (cause of hearing loss, age of diagnosis and use of amplification) and the communicative function of learners, to explore the school experiences of HoH learners in terms of their classroom and social experiences and to describe learners’ views on self-identity. Method The study participants consisted of two groups, learners (eight) and their parents or caregivers (six). A case study design was used. The data sources for the study included participant interviews, direct observations and a review of records. Thematic analysis and descriptive statistics were used for data analysis. Results The learners used SASL and had positive school experiences. They could communicate effectively in SASL and identified with the school community and Deaf Culture. Learners used speech-reading and some oral language. Parents and caregivers could not communicate in SASL with their children. Conclusion Learners who are HoH had a sense of belonging in a school for the deaf where SASL is used as a medium of instruction. Contribution The findings contribute to the understanding of learners who are HoH in the South African Special Needs Education context where research of this nature is lacking.
Journal Article
Maxi's secrets, or, What you can learn from a dog
\"Fifth-grader Timminy, who's small for his age and new in town, isn't eager to start middle school--but he gets a great consolation prize in Maxi, a big, deaf, lovable dog\"-- Provided by publisher.
Book
The Behavior Specialist in Inclusive Schools: Navigating Power, Support, and Intervention for Behaviours of Concern
Behaviors of concern (BoC) may be defined as persistent behaviors that impact the daily functioning and learning of children. They are behaviors that could pose a risk to their own safety or the safety of others. Supporting children with BoC is vital for student learning, success, and inclusion in both mainstream and special settings. Traditionally, the onus has been on the teacher to support and manage a classroom and all behaviors within that classroom. However, with an increase in BoC impacting school and class activities, targeted support in schools has become more common. Many factors have accelerated this shift, particularly the rise of burnout, lack of confidence, and aggressive behavior in schools, particularly in special school settings. The current study, through a Foucauldian power/knowledge and disciplinary theory paradigm, investigated whether having one specialist in the school aids the children and staff. A focused case study was conducted via seven semi-structured interviews with staff at one special school in the Republic of Ireland (RoI) with a full-time behavior specialist (BS) on site. The findings revealed that (1) the role of the BS is based on identifying BoC and implementing support, (2) having a behavior specialist is key for supporting children and staff in schools, (3) support and interventions are more sustainable once there is the presence of a specialist, and (4) challenges such as a lack of space, inadequate funding, large caseloads, staff shortages, and lack of time are a reality in the school setting. The main conclusion derived from this study is that having a BS in the school has a positive impact on the children, staff, and attitudes, providing both practical and pastoral power, which are essential for effective inclusive practices.
Journal Article
Hello goodbye dog
A student who uses a wheelchair finds a way to see her dog each day in school.
Book
'Our Classes Are Like Mainstream School Now' : Implementing Universal Design for Learning at a Special School
Students with emotional and behavioural disability who receive their education in special settings often do not have access to the curriculum through evidence-based pedagogies, such as direct instruction, and instead complete packets
of worksheets or participate in distance education. The current study was a collaborative action research project involving a special school for students with emotional disability and a local university to examine the effects of
replacing online distance education with in-person direct instruction underpinned by Universal Design for Learning. Researchers sought to discover teacher and student perceptions of Universal Design for Learning, enablers and barriers to
its implementation, and its effect on attendance and behaviour. Results suggested satisfaction on the part of both students and teachers and a positive effect of Universal Design for Learning on both attendance and behaviour. [Author
abstract]
Journal Article
At the speed of lies
\"High school junior Quinn Calvet gets caught up in the disappearance of kids in a nearby town, soon beginning to suspect more to the story than anyone understands, and it is up to her to figure out what's going on\"--Provided by publisher.
BOOK
Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting
Purpose
There is a sparsity of research that considers how to overcome implementation challenges for interventions in special school settings where specialist teaching methods are involved. Successful implementation has often relied on considerable researcher involvement, making them inaccessible and not sustainable for the majority of special schools. The purpose of this study was to implementa train-the-trainer approach to train teaching staff to use the Teaching Early Numeracy to Children with Developmental Disabilities (TEN-DD) programme in a large special school in the UK, thereby significantly reducing researcher involvement in its implementation.
Design/methodology/approach
One staff member was trained to become the school lead for TEN-DD and trained other teaching staff in the school on implementation. This study recruited 13 students aged between 12 and 16 years of age with developmental disabilities to receive TEN-DD. Pre- and post-intervention tests on a standardised numeracy measure were conducted.
Findings
A train-the-trainer model was developed and successfully delivered to train teaching staff in TEN-DD. A standardised outcome measure indicated that ten students made improvements to their numeracy skills after teachers trained using this approach delivered TEN-DD for between 3 and 10 months.
Originality/value
Very little research has been carried out to better understand methods for overcoming implementation challenges for delivering evidence-based teaching programmes at scale to students with developmental disabilities who attend special schools. To the best of the authors’ knowledge, this study reports the results of the first evaluation of using a train-the-trainer model for the delivery of a numeracy intervention (TEN-DD), whereby there was no involvement of researchers in implementation beyond the initial training of the school lead. This model of training for interventions may be more sustainable for special schools and help improve the uptake of evidence-based interventions.
Journal Article
Where you see yourself
Effie Galanos' goals for her senior year include her navigating her way through her high school that is not really wheelchair-friendly, getting into the perfect college, and getting her crush Wilder to accompany her to the prom--but by spring she is beginning to see herself entirely differently.
Book
“I Want to Do it Right!” A Pilot Study of Swedish Sex Education and Young People with Intellectual Disabilities
In Sweden sex education has been compulsory since 1955. However, access to sex education seems to be insufficient in schools with special education programs. Concerns about unwanted pregnancies, sexual abuse and sexual risk situations make personnel insecure about how to best deal with the subject. A largely heteronormative perspective of sex education renders young gay people with ID an invisible group. Stereotyped gender norms where girls are supposed to be oriented towards love and relationships and boys towards sexuality make it more difficult for young people with ID to find a more subtle way to act. The aim of this study is to strengthen sexual health among young people with ID, and to develop a knowledge base culled from their own experiences that can help teachers in special schools to supply sufficient sex education. What are the experiences of sex education in young people with ID aged 16–21? In what way, and by whom, should sex education be supplied? What themes do the young people with ID consider important? Qualitative research interviews with 16 young females (9) and males (7) with ID aged 16–21 years have been conducted. Guiding the analyses is an interactionist perspective on sexuality. Results show that a restrictive script is geared toward informants with ID, focusing on sexual risks instead of challenging a discourse of pleasure, desire and intimacy. The study also shows that using critical pedagogy can help personnel develop a professional and adequate teaching model for sex education at schools for adolescents with ID.
Journal Article