University of Edinburgh
 

Including deaf children in mainstream schools

Presented on Thursday 14 September 2006

Marian Grimes, Scottish Sensory Centre

Deaf pupils are more diverse than hearing pupils

How do deaf pupils access information and participate in a mainstream class?

Pupils may use different strategies/combinations of strategies in different situations.

English-based strategies

Accessing information
Uses amplification
Uses lipreading
Uses manually-coded English
Reads text (eg; notes on class content etc)

Contributing to class
Uses speech
Uses manually-coded English
Writes text

BSL-based strategies

Accessing information
English/BSL Interpretation

Contributing to class
BSL/English interpretation

Factors affecting participation strategies

The pupil

  • Type/level of deafness
  • Linguistic/cognitive aptitudes and abilities
  • First/preferred language
  • Literacy skills

Factors affecting participation strategies

The specialist service

  • Type of service
    eg; language policy; delineation of staff roles
  • Availability of staff/equipment/training resources

Factors affecting participation strategies

Type of class

  • Lecture-style
  • Q & A
  • Group discussion
  • Practical workshop

Environmental noise

Specialist in-class personnel

Teachers of deaf children
Direct teaching (eg; individs and sub-groups)
Monitoring of access services (staff and equipment)
Direct access (eg; notetaking, modification of materials, BSL/English interpretation etc, etc)
Advice/collaboration

Specialist in-class personnel

  • Classroom assistant
  • Support for learning teacher
  • BSL/English interpreter

Types of mainstream placement

  • Individual placements
  • Mainstream schools with unit/resourced base/department
  • Mainstream schools with no special base, but attended by a group of deaf children
  • ‘Designated integrated’
  • Split placements

Who is responsible for monitoring strategies used by pupils?

How does this overlap with responsibilities for learning?