Language approaches used with deaf pupils in Scottish schools: 2001-2004.
In this article we address "language approach" data as a key variable in quantitative, large-scale research on educational achievement, focusing on our work for the Achievements of Deaf Pupils in Scotland (ADPS) project. The complexity of approaches is addressed, with a particular focus on a "no-exclusion" model of service. In this context 3 years of language-related data are discussed, using constructions of language variables that take into account the variability in deaf pupils' hearing loss levels, types of provision, and professional practice. We see this as a necessary first step toward offering a nuanced context for understanding patterns in the educational outcomes among the ADPS population to be reported in a later article. The ADPS data on language approach can reveal general patterns at macro levels: our analysis suggests that, in Scotland, the extent and quality of British Sign Language/English provision may be determined more by local factors than by linguistic requirements and that ostensibly responsive policies can mask a limited spectrum for pupils and their families. However, the ADPS data are insufficiently sensitive to detailed and local variations to reflect the full complexity of language situations over time-a situation which represents an ongoing challenge for all long-term, large-scale studies.
Grimes
Marian
M
Department of Educational Studies, The University of Edinburgh, Simon Laurie House, Holyrood Road, Edinburgh, UK. marian.grimes@ed.ac.uk
Thoutenhoofd
Ernst D
ED
Byrne
Delma
D
D002648:Child; D003638:Deafness / Q000523:psychology*; D004522:Educational Status; D005178:Faculty / Q000592:standards; D005260:Female; D006801:Humans; D007802:Language; D008297:Male; D011361:Professional Competence; D011640:Public Policy; D011932:Reading; D012574:Schools; D012606:Scotland; D012813:Sign Language; D013060:Speech; D013663:Teaching / Q000379:methods*