Pub Date : 2020-06-08DOI: 10.1093/oso/9780190880514.003.0019
Iva Hrastinski
This chapter provides an overview of deaf education in Croatia, focusing on the current educational context and communication options for deaf and hard-of-hearing students. After a brief overview of the history of deaf education in the country, which dates back to the 1830s, the author provides essential demographic information and educational placement options for these students. Related challenges are covered, specifically the lack of evidence-based policy regarding teaching methodology. The Deaf community and Deaf culture in Croatia are discussed. Research studies outlining the language and literacy problems of deaf students in Croatia, as well as the socioemotional issues of deaf children, are presented.
{"title":"Deaf Education in Croatia: Challenges and Perspectives","authors":"Iva Hrastinski","doi":"10.1093/oso/9780190880514.003.0019","DOIUrl":"https://doi.org/10.1093/oso/9780190880514.003.0019","url":null,"abstract":"This chapter provides an overview of deaf education in Croatia, focusing on the current educational context and communication options for deaf and hard-of-hearing students. After a brief overview of the history of deaf education in the country, which dates back to the 1830s, the author provides essential demographic information and educational placement options for these students. Related challenges are covered, specifically the lack of evidence-based policy regarding teaching methodology. The Deaf community and Deaf culture in Croatia are discussed. Research studies outlining the language and literacy problems of deaf students in Croatia, as well as the socioemotional issues of deaf children, are presented.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132202239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-21DOI: 10.1093/oso/9780190880514.003.0014
Kalyani Mandke, Prerna Chandekar
Given that India is a multicultural and multilingual country, there have always been challenges in educating the deaf. After independence, many legislative policies were put forth for the rights of the disabled, but the country’s fast-growing population made it difficult to cope with the demand. In the current scenario, the government of India and many nongovernmental organizations have partnered to overcome this challenge. There is more research being done in the field, and many methods of communication and educational approaches that were previously suppressed, like sign language and bilingualism, have been brought forth. Further developments in this arena are being made. This chapter throws light on the past, present, and future of education of the deaf and hard of hearing in India, the challenges that remain, and the prospects that we envisage.
{"title":"Deaf Education in India","authors":"Kalyani Mandke, Prerna Chandekar","doi":"10.1093/oso/9780190880514.003.0014","DOIUrl":"https://doi.org/10.1093/oso/9780190880514.003.0014","url":null,"abstract":"Given that India is a multicultural and multilingual country, there have always been challenges in educating the deaf. After independence, many legislative policies were put forth for the rights of the disabled, but the country’s fast-growing population made it difficult to cope with the demand. In the current scenario, the government of India and many nongovernmental organizations have partnered to overcome this challenge. There is more research being done in the field, and many methods of communication and educational approaches that were previously suppressed, like sign language and bilingualism, have been brought forth. Further developments in this arena are being made. This chapter throws light on the past, present, and future of education of the deaf and hard of hearing in India, the challenges that remain, and the prospects that we envisage.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123776647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-21DOI: 10.1093/OSO/9780190880514.003.0010
Eman Al-Zboon
This chapter provides a review of deaf education in Jordan, emphasizing the following issues: the current state of deaf education in Jordan, including the role of the Jordanian Royal Family; the history of deaf education in Jordan; the policy framework; the provision of services, including the curriculum, use of sign language, and teacher preparation and professionalism; and current challenges, including the prevalence of hearing loss, early childhood education, the emotional characteristics and mental health of deaf students, and technology. These issues are discussed in light of the available supporting research. The chapter provides a description of a Jordanian model school for deaf people in the Middle East, the Holy Land Institute for the Deaf. Recommendations and goals are also outlined.
{"title":"Deaf Education in Jordan: Current Situation, Obstacles, and Future Aspirations","authors":"Eman Al-Zboon","doi":"10.1093/OSO/9780190880514.003.0010","DOIUrl":"https://doi.org/10.1093/OSO/9780190880514.003.0010","url":null,"abstract":"This chapter provides a review of deaf education in Jordan, emphasizing the following issues: the current state of deaf education in Jordan, including the role of the Jordanian Royal Family; the history of deaf education in Jordan; the policy framework; the provision of services, including the curriculum, use of sign language, and teacher preparation and professionalism; and current challenges, including the prevalence of hearing loss, early childhood education, the emotional characteristics and mental health of deaf students, and technology. These issues are discussed in light of the available supporting research. The chapter provides a description of a Jordanian model school for deaf people in the Middle East, the Holy Land Institute for the Deaf. Recommendations and goals are also outlined.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133220359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-21DOI: 10.1093/OSO/9780190880514.003.0004
Alexander M. Oppong, D. Fobi
This chapter describes deaf education in Ghana, including the practices and challenges in public special schools for the deaf, early identification, hearing screening, audiological and educational assessment, and the impact of cultural beliefs and practices on school enrollment. For the past sixty years, Ghana has been striving to promote the development of formal education for deaf and hard-of-hearing individuals through improvement in school participation rates and lifelong learning for independent living and sustainable development. The authors provide information on basic education (kindergarten to junior high school), secondary education placement options, medium of instruction, and the curriculum. Tertiary education, support services, legislation, and advocacy for deaf persons are also discussed. The chapter ends with conclusions and suggestions for future research in the promotion of best practices in the education of deaf individuals.
{"title":"Deaf Education in Ghana","authors":"Alexander M. Oppong, D. Fobi","doi":"10.1093/OSO/9780190880514.003.0004","DOIUrl":"https://doi.org/10.1093/OSO/9780190880514.003.0004","url":null,"abstract":"This chapter describes deaf education in Ghana, including the practices and challenges in public special schools for the deaf, early identification, hearing screening, audiological and educational assessment, and the impact of cultural beliefs and practices on school enrollment. For the past sixty years, Ghana has been striving to promote the development of formal education for deaf and hard-of-hearing individuals through improvement in school participation rates and lifelong learning for independent living and sustainable development. The authors provide information on basic education (kindergarten to junior high school), secondary education placement options, medium of instruction, and the curriculum. Tertiary education, support services, legislation, and advocacy for deaf persons are also discussed. The chapter ends with conclusions and suggestions for future research in the promotion of best practices in the education of deaf individuals.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129769570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-21DOI: 10.1093/OSO/9780190880514.003.0007
Bernadatte Namirembe
Educating deaf and hard-of-hearing (DHH) learners poses a challenge to teachers working in inclusive education settings such as the ones in Tanzania. Having DHH learners in the classroom is viewed as a burden by all stakeholders, especially teachers. In 2009, Tanzania signed and ratified United Nations Convention on Rights of Persons with Disabilities. This implies that Tanzania recognizes the DHH learners’ right to a good education. However, it remains unclear how the country is dealing with the challenges of providing DHH learners with a quality inclusive education. This chapter discusses the status of DHH learners in Tanzania in the face of the global trend toward inclusive education. It explains the current situation of inclusion of DHH learners in mainstream classes, including their achievements, challenges, and limitations. Recommendations are provided for future objectives based on best practices discussed in the literature.
{"title":"Educating Deaf and Hard-of-Hearing Learners in Inclusive Classrooms in Tanzania","authors":"Bernadatte Namirembe","doi":"10.1093/OSO/9780190880514.003.0007","DOIUrl":"https://doi.org/10.1093/OSO/9780190880514.003.0007","url":null,"abstract":"Educating deaf and hard-of-hearing (DHH) learners poses a challenge to teachers working in inclusive education settings such as the ones in Tanzania. Having DHH learners in the classroom is viewed as a burden by all stakeholders, especially teachers. In 2009, Tanzania signed and ratified United Nations Convention on Rights of Persons with Disabilities. This implies that Tanzania recognizes the DHH learners’ right to a good education. However, it remains unclear how the country is dealing with the challenges of providing DHH learners with a quality inclusive education. This chapter discusses the status of DHH learners in Tanzania in the face of the global trend toward inclusive education. It explains the current situation of inclusion of DHH learners in mainstream classes, including their achievements, challenges, and limitations. Recommendations are provided for future objectives based on best practices discussed in the literature.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"190 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133315689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-21DOI: 10.1093/OSO/9780190880514.003.0015
Gu Dingqian, Liu Ying, He Xirong
This chapter discusses the Chinese government’s policies and laws dealing with the education of deaf and hard-of-hearing (DHH) students. In policy, priority is given to placement of DHH learners in mainstream education. Listening and speech rehabilitation services for DHH preschoolers are discussed. These have been developed and provided for a long time. Currently, approaches to language teaching for students at schools for the deaf are diversifying because the initiative focusing on Chinese General Sign Language will be applied nationwide in 2018. However, due to Chinese culture and traditional education practices, teachers who work with DHH students find themselves culturally at odds with the use of sign language and tend to stick to their own, different views on the “Learning in Regular Classrooms” policy.
{"title":"Deaf Education and the Use of Sign Language in Mainland China","authors":"Gu Dingqian, Liu Ying, He Xirong","doi":"10.1093/OSO/9780190880514.003.0015","DOIUrl":"https://doi.org/10.1093/OSO/9780190880514.003.0015","url":null,"abstract":"This chapter discusses the Chinese government’s policies and laws dealing with the education of deaf and hard-of-hearing (DHH) students. In policy, priority is given to placement of DHH learners in mainstream education. Listening and speech rehabilitation services for DHH preschoolers are discussed. These have been developed and provided for a long time. Currently, approaches to language teaching for students at schools for the deaf are diversifying because the initiative focusing on Chinese General Sign Language will be applied nationwide in 2018. However, due to Chinese culture and traditional education practices, teachers who work with DHH students find themselves culturally at odds with the use of sign language and tend to stick to their own, different views on the “Learning in Regular Classrooms” policy.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114070433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-21DOI: 10.1093/OSO/9780190880514.003.0006
T. Tedla
This chapter provides an overview of deaf education in Ethiopia. It covers the country’s history of special needs education, the history of deaf education, the status of sign language, teachers’ training and communication approaches in the classroom, and classroom access services. In addition to describing student- and school-related challenges to deaf education, it outlines coping mechanisms used by deaf students and opportunities created by legislation. Deaf education in Ethiopia is better than it was decades ago, but it still has far to go. Recommendations are made to pave the way forward in the education of deaf and hard-of-hearing learners. Where available, relevant empirical evidence is provided.
{"title":"Deaf Education in Ethiopia","authors":"T. Tedla","doi":"10.1093/OSO/9780190880514.003.0006","DOIUrl":"https://doi.org/10.1093/OSO/9780190880514.003.0006","url":null,"abstract":"This chapter provides an overview of deaf education in Ethiopia. It covers the country’s history of special needs education, the history of deaf education, the status of sign language, teachers’ training and communication approaches in the classroom, and classroom access services. In addition to describing student- and school-related challenges to deaf education, it outlines coping mechanisms used by deaf students and opportunities created by legislation. Deaf education in Ethiopia is better than it was decades ago, but it still has far to go. Recommendations are made to pave the way forward in the education of deaf and hard-of-hearing learners. Where available, relevant empirical evidence is provided.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120915094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-21DOI: 10.1093/oso/9780190880514.003.0021
M. Brons, H. Knoors, M. Marschark
This concluding chapter pulls together the threads that run through this wide-ranging volume. It first addresses the notion of learning through exchange of knowledge. It then considers the practices and policies in educating deaf and hard-of-hearing learners in the countries represented by chapters of this volume. Each of these chapters provides the reader with insight into the state of affairs of deaf education in a country as seen and experienced by individuals actually working in that country. What are the commonalities? What are the differences? What can we learn from best practices? The chapter concludes by assessing the major challenges facing deaf education in countries “beyond the Western world” and looks ahead to the prospects for future development and research in the context of recently adopted international legal frameworks.
{"title":"Deaf Education Beyond the Western World: Knowledge Exchange, Best Practices, and Challenges","authors":"M. Brons, H. Knoors, M. Marschark","doi":"10.1093/oso/9780190880514.003.0021","DOIUrl":"https://doi.org/10.1093/oso/9780190880514.003.0021","url":null,"abstract":"This concluding chapter pulls together the threads that run through this wide-ranging volume. It first addresses the notion of learning through exchange of knowledge. It then considers the practices and policies in educating deaf and hard-of-hearing learners in the countries represented by chapters of this volume. Each of these chapters provides the reader with insight into the state of affairs of deaf education in a country as seen and experienced by individuals actually working in that country. What are the commonalities? What are the differences? What can we learn from best practices? The chapter concludes by assessing the major challenges facing deaf education in countries “beyond the Western world” and looks ahead to the prospects for future development and research in the context of recently adopted international legal frameworks.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130554729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-21DOI: 10.1093/OSO/9780190880514.003.0016
Mercedes Obregón Rodríguez, Maribel Valero Weeke
Education for the deaf in Mexico has gone through many stages. It started out with a school for the deaf where Mexican Sign Language flourished, then moved across the spectrum to a medical-rehabilitation paradigm in which sign language was seen as a threat to the development and use of spoken language, and then focused on the integration of deaf students with children with other disabilities. Today the public school system promotes inclusion for deaf students in regular classrooms with very poor or no specialized support. Although the normative and legal framework in Mexico supports the use of sign language and bilingual education, the situation on the ground is less than optimal. This chapter discusses the achievements and the challenges we face in providing quality education that establishes a firm basis for the total inclusion of the deaf in Mexico. The experience of the Instituto Pedagógico para Problemas del Lenguaje (IPPLIAP) with a bilingual educational model is covered. Results of a survey of teachers who work with deaf learners throughout the country are reviewed.
{"title":"Best Practices and Challenges of Deaf Education in Mexico","authors":"Mercedes Obregón Rodríguez, Maribel Valero Weeke","doi":"10.1093/OSO/9780190880514.003.0016","DOIUrl":"https://doi.org/10.1093/OSO/9780190880514.003.0016","url":null,"abstract":"Education for the deaf in Mexico has gone through many stages. It started out with a school for the deaf where Mexican Sign Language flourished, then moved across the spectrum to a medical-rehabilitation paradigm in which sign language was seen as a threat to the development and use of spoken language, and then focused on the integration of deaf students with children with other disabilities. Today the public school system promotes inclusion for deaf students in regular classrooms with very poor or no specialized support. Although the normative and legal framework in Mexico supports the use of sign language and bilingual education, the situation on the ground is less than optimal. This chapter discusses the achievements and the challenges we face in providing quality education that establishes a firm basis for the total inclusion of the deaf in Mexico. The experience of the Instituto Pedagógico para Problemas del Lenguaje (IPPLIAP) with a bilingual educational model is covered. Results of a survey of teachers who work with deaf learners throughout the country are reviewed.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122585691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-21DOI: 10.1093/oso/9780190880514.003.0017
M. Lissi, Christian Sebastián, Martín Vergara, Cristián Iturriaga
Deaf education in Chile has made important progress during the past 30 years, particularly during the past decade. However, many of these achievements have brought new problems and challenges. This chapter gives an overview of the paths followed by educational policy, school practices, and research in deaf education. The authors’ review of official documents and published research was enriched by the voices of eight key informants connected to deaf education. From the analysis of all the material gathered, they identified several important issues, such as the tension between policies that promote the education of deaf students in regular schools and those that acknowledge the importance of sign language in deaf education. They also included some proposals for further research and for moving forward in educational policy and practices, with a focus on the important role deaf adults can play in these processes.
{"title":"When “Inclusion” Jeopardizes the Learning Opportunities of Deaf Students: The Case of Chile","authors":"M. Lissi, Christian Sebastián, Martín Vergara, Cristián Iturriaga","doi":"10.1093/oso/9780190880514.003.0017","DOIUrl":"https://doi.org/10.1093/oso/9780190880514.003.0017","url":null,"abstract":"Deaf education in Chile has made important progress during the past 30 years, particularly during the past decade. However, many of these achievements have brought new problems and challenges. This chapter gives an overview of the paths followed by educational policy, school practices, and research in deaf education. The authors’ review of official documents and published research was enriched by the voices of eight key informants connected to deaf education. From the analysis of all the material gathered, they identified several important issues, such as the tension between policies that promote the education of deaf students in regular schools and those that acknowledge the importance of sign language in deaf education. They also included some proposals for further research and for moving forward in educational policy and practices, with a focus on the important role deaf adults can play in these processes.","PeriodicalId":447859,"journal":{"name":"Deaf Education Beyond the Western World","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114460792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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