Monitoring the Achievement of Deaf Pupils in Sweden and Scotland: Approaches and Outcomes

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

10

Foreign Countries; Comparative Education; Academic Achievement; Deafness; Educational Change; Social Change; Achievement Gap; Outcomes of Education; Cohort Analysis; Case Studies; Research Design; Longitudinal Studies; Data Collection; Secondary School Students; Student Placement; Special Schools; Statistical Distributions; Disabilities; Comorbidity

Sweden; United Kingdom (Scotland)

10.1080/14643154.2016.1142045

1464-3154

Over the past two decades there have been major developments in deaf education in many countries. Medical and technical advances have made it possible for more deaf children to hear and speak successfully. Most deaf pupils learn in ordinary classes in mainstream schools. In this article we explore patterns of achievements of deaf pupils to see if these reforms had improved attainment outcomes. International surveys such as PISA do not include deaf pupils. This article describes two independent large-scale surveys about deaf pupils in Sweden and Scotland. The similar results from both countries show that deaf children, after two decades of social reform and technical advances, still lag behind their hearing peers. The results also show how large-scale surveys can contribute to a greater understanding of educational outcomes in a small, vulnerable group and make it possible to continue to reform the field to narrow the achievement gap further. The results further suggest that differing methods in two contrasting educational contexts can lead to some similar results and point to the need for different support to children with hearing loss and language disadvantages.

As Provided

70

2017

EJ1128019