Rachel O'Neill

Monitoring the achievement of deaf pupils in Sweden and Scotland: Approaches and outcomes

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.

Educational outcomes of young people in Scotland who are deaf or hard of hearing: Intersections of deafness and social class

This article focuses on the intersection between deafness and social class in the context of the unstable economic circumstances in Scotland following the 2007 recession. More specifically, this research investigated the following in the case of young people who are deaf or hard of hearing (DHH): (1) the interaction between educational attainment and post-school outcomes, and social class; (2) post-school educational experiences in relation to social class. Semi-structured interviews were conducted with 30 young people (aged 18–24) who are DHH. Interview data were analysed alongside administrative and survey data on school and post-school outcomes, and policy documentation. It was found that, in line with the mainstream population, social class is strongly associated with educational outcomes and post-school destinations. The interviews revealed that middle-class young people who are DHH were able to use social networks and the advocacy of parents to mitigate the negative consequences of deafness; this contrasted with the more troubled post-school experiences of young people from less advantaged social backgrounds. This research suggests that if the life chances of deaf young people are to be improved, both social class and deafness need to be taken into consideration by policy-makers and practitioners.

Deaf Students Using Sign Language in Mainstream Science Classrooms

We introduce the work of the British Sign Language (BSL) glossary of technical science terms, based at the Scottish Sensory Centre at the University of Edinburgh. This online glossary is designed to support deaf students and staff. BSL has previously not had a wide range of technical vocabulary and in this chapter we discuss some of the linguistic features of the new vocabulary contributed by deaf scientists and sign linguists. We explore ways that mainstream science teachers are prepared to deal with deaf issues in the UK, and how specialist teachers of deaf children are trained to support them. We review the linguistic and pedagogic issues relating to teaching science to deaf children who sign, discussing the complexities of working in a mainstream science class with sign language interpreters. A course developed by the Scottish Sensory Centre for science teachers and support staff based on the work of the Glossary is described. Finally, the professional development course is evaluated by science teachers, teachers of deaf children and BSL/English interpreters.