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Messina Dahlberg, Giulia; Bagga-Gupta, Sangeeta – Deafness & Education International, 2019
In recent decades, a growing body of scholarship has recognised the inappropriateness of conceptualising and representing communicative practices in terms of essentialized codes where different named language-varieties and modalities mutually exclude one another. At the same time, making visible complex practices has resulted in methodologies and…
Descriptors: Deafness, Bilingual Education, Code Switching (Language), Translation
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Haualand, Hilde; Holmström, Ingela – Deafness & Education International, 2019
This article focuses on the similar approaches to, yet different contexts of legal recognition of sign languages in Sweden and Norway. We use examples from sign language documentation (both scientific and popular), legislation that mentions sign language, organization of implementation of sign language acquisition, and public discourse (as…
Descriptors: Foreign Countries, Sign Language, Deafness, Hearing Impairments
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Holmström, Ingela; Schönström, Krister – Deafness & Education International, 2017
Although once placed solely in deaf schools, a growing number of deaf students in Sweden are now enrolling in mainstream schools. In order to maintain a functional educational environment for these students, municipalities are required to provide a variety of supporting resources, e.g. technological equipment and specialized personnel. However,…
Descriptors: Deafness, Partial Hearing, Foreign Countries, Mainstreaming
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Hendar, Ola; O'Neill, Rachel – Deafness & Education International, 2016
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…
Descriptors: Foreign Countries, Comparative Education, Academic Achievement, Deafness
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Rudner, Mary; Andin, Josefine; Rönnberg, Jerker; Heimann, Mikael; Hermansson, Anders; Nelson, Keith; Tjus, Tomas – Deafness and Education International, 2015
The literacy skills of deaf children generally lag behind those of their hearing peers. The mechanisms of reading in deaf individuals are only just beginning to be unraveled but it seems that native language skills play an important role. In this study 12 deaf pupils (six in grades 1-2 and six in grades 4-6) at a Swedish state primary school for…
Descriptors: Foreign Countries, Literacy Education, Deafness, Elementary School Students
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Roos, Carin – Deafness and Education International, 2014
This study, which is part of a larger longitudinal ethnographic study of young deaf children, reports on deaf children's use of fingerspelling. The children observed were early signers using Swedish Sign Language (SSL) in communication with teachers and peers. This study centres on the functions of fingerspelling in the children's everyday…
Descriptors: Foreign Countries, Deafness, Longitudinal Studies, Ethnography
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Cramér-Wolrath, Emelie – Deafness and Education International, 2013
Most deaf children are born to hearing families. During the last twenty years deaf children, in increasing numbers and at an early age, receive a cochlear implant, a highly technological hearing device. The aim of this qualitative, longitudinal, single-case study was to explore and describe critical changes in naturalistic, video-observed…
Descriptors: Foreign Countries, Children, Deafness, Assistive Technology
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Roos, Carin – Deafness and Education International, 2013
This paper presents a study of children's use of fingerspelling. It is part of a larger longitudinal ethnographic study of deaf children, who were 3-6 years old when the study started. They are early signers using Swedish Sign Language in communication with teachers and peers. The aim of this paper is to examine the different functions which…
Descriptors: Young Children, Deafness, Ethnography, Longitudinal Studies