Skolsituationen för barn med cochlea implantat - ur föräldrars, lärares och assistenters perspektiv

• The aim of this study was to explore the psycho-social situation for 20 deaf school children with cochlear implants, from the perspective of parents, teachers and personal assistants by means of personal interviews. Half of the children attended special schools and the other half regular schools. The adults maintained that the children enjoyed their school situation, independent of school placement, but the support required for the children in regular schools were not always considered to be at hand. The role as personal assistant turned out to be complicated. The children in the special schools were considered to have good learning opportunities, but too few instances of speech training sessions. Peer interaction between the children and their hearing classmates in regular schools was mainly based on actions and nonverbal means of communication. The children in the special schools had friends in the school setting, but had few, if any, friends at home. The children in regular classes were considered to be doing well academically during the first 2-3 years, but problems arose as the children grew older. The children in the special schools were considered to perform academically as well as other deaf children in this school setting.

Ämnesord

SAMHÄLLSVETENSKAP  -- Sociologi -- Socialt arbete (hsv//swe)

SOCIAL SCIENCES  -- Sociology -- Social Work (hsv//eng)

Nyckelord

cochlear-implant

schoolchildren

psycho-social

Hörselskadade barn

Publikations- och innehållstyp

vet (ämneskategori)

rap (ämneskategori)