TEACHING AND SUPPORTING DEAF TEENAGERS - FEAPDA CONGRESS 2013 Book of abstracts - CKSG
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
TEACHING AND SUPPORTING DEAF TEENAGERS FEAPDA CONGRESS 2013 Book of abstracts KOPER, SLOVENIA
TEACHING AND SUPPORTING
DEAF TEENAGERS
FEAPDA CONGRESS 2013
Book of abstracts
27. – 28. SEPTEMBER 2013
KOPER, SLOVENIA
2
Naslov/TITLE
Teaching and Supporting Deaf Teenagers
FEAPDA Congress 2013
Book of abstracts
Izdajatelj/PUBLISHER
Center za korekcijo sluha in govora Portorož,
Sončna pot 14 a,
6320 Portorož,
www.cksg.si
Urednik/EDITOR
Marko Strle
Authors are responsible for their own published works.
Portorož, September 2013
CIP - Kataložni zapis o publikaciji
Narodna in univerzitetna knjižnica, Ljubljana
376-056.263-053.6(082)(0.034.2)
FEAPDA. Congress (2013 ; Koper)
Teaching and supporting deaf teenagers [Elektronski vir] : book of abstracts /
FEAPDA Congress 2013, 27.-28. September 2013, Koper, Slovenia ; [urednik Marko
Strle]. - El. knjiga. - Portorož : Center za korekcijo sluha in govora, 2013
ISBN 978-961-90022-3-0 (pdf)
1. Gl. stv. nasl. 2. Strle, Marko
269052672
3
CONTENT
PLENARY LECTURES .................................................................................................... 5
YOUNG PEOPLE WITH COCHLEAR IMPLANTS: OPPORTUNITIES AND CHALLENGES
............................................................................................................................... 6
THE DEAF IDENTITY ................................................................................................ 7
EMOTIONAL COMPETENCE AND MENTAL HEALTH IN DEAF CHILDREN AND
ADOLESCENTS ........................................................................................................ 8
THE CONCEPT OF DEAF IDENTITY IN SLOVENIA ..................................................... 9
COUNTRY PRESENTATIONS ...................................................................................... 10
ACCESSIBLE AND FRIENDLY ENVIRONMENT ........................................................ 11
HOW TO CREATE THE IDEAL CONDITIONS FOR DEAF AND HARD OF HEARING
PUPILS IN SCHOOL? .............................................................................................. 12
A CURRICULUM FOR DEAF CULTURE FOR DEAF TEENAGERS .............................. 13
HELPING TO CREATE THE IDENTITY ...................................................................... 14
CHANGES IN DEAF EDUCATION IN GERMANY ..................................................... 15
DEAF TEENAGERS IN THE UK ................................................................................ 16
TEACHING AND SUPPORTING DEAF TEENAGERS ................................................. 17
COORPERATION BETWEEN SPEECH LANGUAGE THERAPIST AND TEACHER:
POSSIBILITIES AND CHALLANGES ......................................................................... 18
LIST OF CONTACTS ........................................................................................... 19
SPONSORS ........................................................................................................ 20
4
PLENARY LECTURES
5
YOUNG PEOPLE WITH COCHLEAR IMPLANTS: OPPORTUNITIES AND
CHALLENGES
Sue Archbold
United Kingdom
Over the past twenty years, cochlear implantation has become routine
provision for profoundly deaf children throughout the developed world.
Earlier implantation has led to improved spoken language skills, improved
educational attainments and more deaf young people attending
mainstream schools. Early expectations of some were that those who had
cochlear implants early in life would need no support in the teenage years
and function fully in the hearing world. Others were concerned that they
would experience serious mental health problems in adolescence. This
presentation will report current research about what we know of the
progress of these young people in high school, of what they see as their
challenges and what support they need in the long-term as they enter
higher education and the world of work.
This presentation will explore what we know of:
Long term outcomes in teenagers
The educational support available and needed for teenagers and
their varied experiences
Communication issues for teenagers
Teenagers’ views of their experience of implantation
Issues for those with implants in higher education
Issues for those entering the world of work
The presentation will also consider what the implications are of what we
know for the educational and social/emotional support required in
adolescence, and in the transition into further education and adulthood.
6
THE DEAF IDENTITY
Petra Rezar
Slovenia
Philosopher Alan Watts wrote in his book that humankind's first language
was sign language. Consequently, we shared a more or less common
language and identity. This identity was influenced by myths and beliefs
which also affected the identity of the deaf. Being deaf or Deaf is a matter
of myths, pride, culture, identity, and different environmental influences.
In this article in which I touch on education and the deaf culture I aim to
answer the following questions:
Is identity important in education and in general? Does the language
instinct that Steven Pinker spoke of emerges (or is denied) simultaneously
with the development of identity? Does the language instinct bind to
identity or vice versa? What happens to the language instinct of the deaf if
we change the channels for receiving and transmitting information? Are
deaf and the Deaf given support during their schooling? How do we
perceive and understand verbal and nonverbal concealed messages? What
is the power of these concealed messages? Are we the teachers the ones
co/influencing the development of identity? What role does a deaf
teacher play to deaf children? What is the difference between a deaf/Deaf
and hearing/Hearing teacher for deaf children? Are we deaf teachers given
support in our pedagogic calling with deaf children and adolescents?
Identity can be a powerful tool for the successful education of the deaf or
it can become a means of manipulation as has occurred in the history of
deaf education. Often we do not consider identity in education. The
course books prescribed for Slovenian elementary schools do not include
deaf people, their stories or deaf culture. They only contain references to
sign language. What therefore is the identity of the deaf/Deaf in Slovenia?
7EMOTIONAL COMPETENCE AND MENTAL HEALTH IN DEAF
CHILDREN AND ADOLESCENTS
Carolien Rieffe
The Netherlands
The prevalence of mental health problems in deaf children and
adolescents is higher than what should be expected when we compare
them with their normally hearing peers. The question is why this increase
of psychopathology, such as more symptoms of depression or anxiety, and
if the same factors that explain psychopathology and other mental health
problems in hearing children can also explain these problems in deaf
children. In hearing children problems in the emotion regulation and poor
understanding of the own emotions are strong predictors for mental
health problems. These patterns can also be observed in deaf children. In
this presentation I will first discuss the functionality of emotions and the
emotion process, and next explain how elements of emotional
competence in deaf and hearing children are related to their mental
health. However, emotions are also important to build up and maintain
meaningful relationships, such as friendships. Yet, for deaf children,
emotions can obstruct rather than support their daily social
interactions. Therefore, I will also discuss to what extent these additional
social problems are related to mental health problems in deaf children,
and how this pattern differs from what we see in hearing children. More
knowledge about specific elements in emotional competence and their
relations with social problems and mental health in deaf youngsters can
help us to offer support that takes into account the specific needs of deaf
children.
8THE CONCEPT OF DEAF IDENTITY IN SLOVENIA
Damjana Kogovšek
Slovenia
The construction of deaf identity depends on several factors such as the
attitudes of the majority society towards deaf persons and sign language,
the size of deaf population and the life opportunities available to deaf
persons (Woll & Ladd, 2003). In this presentation the term ‘Deaf’ concerns
a group of deaf people who share a common language and culture
(Padden & Humphries, 1988), while the term ‘deaf’ is either used to refer
to the fact of hearing loss (for deaf participants who communicated orally)
or to refer to the general population of deaf people.
The purpose of our study was to define and identify the concept of
identity of the deaf and hard of hearing adolescents, with an emphasis on
the rehabilitation process, because in Slovenia there has not been any
research on deaf identity.
This study explored different identity styles of 65 deaf adolescents in
Slovenia through different questionnaires. One of most important was the
Deaf Identity Development Scale (DIDS) instrument, developed by
Glickman (1996), which is based on the racial identity developmental
theory, and identify four identities among deaf people: the hearing
identity, the marginal identity, the Deaf identity, and the bicultural
identity.
In our study four emerged identities were also identified among the deaf
Slovenian adolescents, including the culturally Deaf, the culturally hearing,
the culturally marginal and the bicultural identity. The identity styles of
deaf adolescents reflect their views regarding their cultural identification,
their language preferences, the school settings, their social relationships,
the mental-health situation. Special emphasis was also given to the
adolescents with bicultural identity and their struggle to cope with two
worlds they belong to.
Finally, special value was given to the fact, that identity is an essential
dimension of one’s wellbeing.
9COUNTRY PRESENTATIONS
10ACCESSIBLE AND FRIENDLY ENVIRONMENT
Blaže Mitev, Frederika Taševska
Macedonia
It’s not about the deafness, it’s about being imperfect. All of us are
imperfect and knowing that fact allows us to connect to our imperfectness
and being much more tolerant of someone else’s. Tolerance and
understanding is what we aim at. We want to make the environment
accessible and friendly in a way that will encourage our students. One way
of realizing that is to start facilitating interaction with hearing students
and to encourage friendships. It’s good if the students have at least one
good hearing friend with whom he or she can communicate effectively.
That will empower independence, confidence and social skills. People
should be introduced in problems of hearing impairment. They should not
only hear about it and compassion, they should understand it and take
part in mitigating the same problem. Our mission and will is to encourage
friendships, collaboration, empathy and love between our students and
students that do not have hearing problems. We believe that if they be
properly introduced in the problems of hearing impaired students, they
will love to contribute on the road to what we’ve always wanted to reach:
equality. Equality exists in what we do, not in what we hear. The shown
and explained prospect of ours was embodied in a few occasions that we
already successfully implemented.
11HOW TO CREATE THE IDEAL CONDITIONS FOR DEAF AND HARD OF
HEARING PUPILS IN SCHOOL?
Ernst Roger Holmström
Sweden
The presentation gives a picture of the situation in Sweden today when it
comes to special schools for the deaf and hard of hearing. It presents how
they work to give the students self-confidence and how they prepare
them for further studies in upper secondary school and university.
12A CURRICULUM FOR DEAF CULTURE FOR DEAF TEENAGERS
Nancy van Geel
Belgium
Deaf teachers all over Flanders started to feel the need for a standardized
curriculum for all deaf students. This curriculum is the result of the
cooperation between deaf teachers and deaf cameramen, moviemakers
and computer experts.
Thanks to funding and the very hard work of many different people, we
have realized a curriculum Deaf Culture for deaf teenagers.
In the different deaf schools in Flanders there is a wide range of deaf
students. Because it is impossible to design a curriculum that fits the
needs of all of these students, we have decided to start with a curriculum
for deaf teenagers.
This will serve as an example to design other curricula for deaf children of
different age-groups.
This curriculum contains a guidance book for deaf teachers to help set up
their classes and lessons in Deaf Culture. It also contains a workbook for
students and a DVD with instruction material and study material.
The curriculum treats 10 different themes, spread over 20 sessions, all
related to Deaf Culture:
1. What is Deaf Culture?
2. What is Flemish Sign language?
3. Interpreting
4. Technical aids
5. Deaf clubs
6. Education for Deaf people
7. Deaf hood
8. History of the Deaf community and Deaf educational system
9. Deaf and Hearing family members
10. Deaf art
The guidance book for teachers of deaf children from the age of 6 to 12
years old is finished. The curriculum for deaf teenagers will serve as an
example for the development of the curriculum for deaf children.
13HELPING TO CREATE THE IDENTITY
Evi Linder, Kristina Blum
Austria
The matter of identity is a school subject on its own in the curriculum for
deaf people in Austria. In this lecture the contributor is delivering insight
into the curriculum and the transfer of the topic in class.
In this context she’s describing the situation in Austria, which projects and
ideas for achieving identity already exist and where there’s still a lack.
With some field reports from the world of hearing impaired people with
and without hearing aid she’s trying to show the problem finding identity
also in context with the technical achievements that were reached in the
last years.
Deafness and identity isn’t just a topic for school. Also the social
environment of the hearing impaired has to be involved, so that the
achieving of identity can be successful. The responsibilities of the social
worker, as an important connector, will be mentioned more detailed
during the lecture.
14CHANGES IN DEAF EDUCATION IN GERMANY
Susanne Keppner, Vera Kolbe
Germany
The first part includes information about topical developments in the
German education for deaf children and students. The obligations of
“Inclusion” continue to influence our institutions and are taking a lot of
efforts to open new chances. Germany as a federal country with 16 states
shows a lot of variations in its individual developments.
We notice that our institutions for deaf are changing and we have to react
very flexible to open up new chances and to meet the new requirements.
The German association of teachers for the Deaf - BDH - provides special
activities to inform about new developments and to support the work in
our institutions.
The country presentation will represent a section of these changes in our
work. (Susanne Keppner)
The second part is a presentation of developments in the federal state of
“Baden-Württemberg”, focused on bilingual education. Due to the
obligations in the UN convention on the rights of persons with disabilities
a lot of chances opened in the education of deaf people in Baden-
Württemberg. For the first time German sign language was mentioned in a
new issue of the curriculum for schools for the deaf in 2012. Schools are
supposed to offer opportunities to learn German sign language. All
students are to be enabled to communicate in at least one of the language
systems – spoken and written German, sign language- according to their
capabilities. To support teachers of the Deaf a recommendation for the
implementation of German sign language in the schools for the Deaf will
be published in July 2013. A good opportunity to set up bilingual
educational settings. (Vera Kolbe)
15DEAF TEENAGERS IN THE UK
Karen Taylor, Alison Weaver, Paul Andrew Simpson
United Kingdom
For some years, as an increasing number of deaf young people have
chosen to attend their local mainstream school or have accepted
placements in special schools, parents and professionals have realised the
need to provide support to often isolated deaf teenagers.
Peer support through adolescence is seen as a key factor in the successful
development of these teenagers as independent and resilient young
people, able to take their place and make a positive contribution in an
adult world. Through the use of local and national networks and more
effective use of social media, deaf teenagers in the UK are able to find
social and emotional support that gives them a confidence to develop the
skills and competences necessary to succeed in a hearing world.
This presentation will explore good practice in the UK where schools,
Teachers of the Deaf, families and the voluntary sector work together to
provide opportunities for young people to meet together.
16TEACHING AND SUPPORTING DEAF TEENAGERS
Thomas Mueller
Switzerland
Right after birth, children make the biggest developments of their whole
life: Within a very short period of time they learn to interact and
communicate with others, to take first steps, to talk, to think, to learn, and
so on. With every step of this development the expectations of the happy
parents are being fulfilled: Now, the child has laughed for the first time,
now it has recognized me, the first time it said “Daddy”, now it has made
its first step, etc.
In their teenage years young people relive a “second birth”: the birth of
their personality. Also during this short period many things are changing
very rapidly and lots of transformations and developments take place for a
second time: they interact, communicate, move, speak and think in a new
and different way, which can be surprising for the people close to them
(family, relatives...). However this time the people around them
experience this rapid development in a different way than when they were
toddlers.
During the first birth everything was desired and surprising, whereas with
the birth of the teenagers` personality it can often be negative, strange
and undesired. Huge areas of conflict can arise between the teenager and
its educator, especially because of their different expectations and needs.
Despite this area of conflict it is the duty of the education to support
young people in the process of developing their personalities, to recognize
their needs and to be responsive to them and to promote them as good as
they can. This can be especially challenging when dealing with deaf
teenagers: they need even more distance from adults however in order to
communicate with them you need to stand close to them. They like to be
autonomous; however they need help in a lot of areas in their lives which
can lead to frustration and difficult situations.
In this paper Switzerland is sharing from its experience with the member
of the congress and tells from its best practices in teaching and supporting
deaf teenagers.
17COORPERATION BETWEEN SPEECH LANGUAGE THER APIST AND
TEACHER: POSSIBILITIES AND CHALLANGES
Margot Willemsen
The Netherlands
Cooperation between speech language therapists and teachers within the
classroom can improve the language education in schools for the deaf.
Speech language therapists can learn how to interact with a group of
children within the classroom from the teacher. Teachers can learn more
skills from the speech language therapist to create a inspiring language
environment in the classroom. When the speech language therapist works
in the classroom, together with the teacher, the transfer of skills learned
in the speech therapy room to the classroom will also be stimulated.
Cooperation can exist of co-teaching and/or coaching. In this presentation,
these forms of collaboration will be further discussed. In the Netherlands
collaboration between speech language therapist and teacher is, for
example, used during vocabulary lessons or lessons which contain new
words for the pupils. The 'Viertakt' method for vocabulary learning
(Verhallen & van den Nulft) is being used during these lessons. In the
presentation the Viertakt will also be further explained.
18LIST OF CONTACTS
Sue Archbold Sue@earfoundation.org.uk
Roger Holmström roger.holmstrom@spsm.se
Susanne Keppner susanne.keppner@web.de
Damjana Kogovšek damjana.kogovsek@pef.uni-lj.si
Evi Linder evi.linder@lzh.at
Blaže Mitev blazemitev@yahoo.com
Thomas Mueller t.mueller@sek3.ch
Petra Rezar petra.rezar@gmail.com
Carolien Rieffe CRieffe@FSW.leidenuniv.nl
Paul Simpson president@feapda.org
Frederika Taševska freditasevska@yahoo.com
Karen Taylor karen.taylor@norfolk.gov.uk
Nancy van Geel tsignaal@gmail.com
Alison Weaver alison,weaver@nottinghamcity.gov.uk
Margot Willemsen m.willemsen@kentalis.nl
19SPONSORS
2021
22
23
24
25
26
You can also read
