1. Inclusion Rating Scale Hard of Hearing Children Annemiek Voor in ‘t holt, Beppie van den Bogaerde, Rob de Lange Professorship of Deaf Studies Utrecht University of Applied Sciences

2. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt Goal of research project  Enhance position of hearing impaired (HH) children in Dutch educational environment  Through: Development of Inclusion Ratingscale based on J.Richards (2003) INTRODUCTION Introduction INTERVIEWSRATING SCALECONCLUSIONS

3. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt  Interviews parents HH children, HH adults and peripatetic teachers (PT)  Literature review  Visit to Australia  Development of questionnaire  Survey amongst Peripatetic Services (PS)  Analyses of responses  Presenting results to PS INTRODUCTION Research INTERVIEWSRATING SCALECONCLUSIONS

4. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt INTRODUCTION Interviews mothers INTERVIEWSRATING SCALECONCLUSIONS Importance of awareness “Yeah uh, with D. the most important thing is that uhm, the directly involved people notice that he really is missing something. Because … it lookes like he always hears everything... But … it’s very tricky, if you talk with him alone he understands a lot … while in class he really misses a lot of the interaction….”

5. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt Teacher behaviour = Model behaviour “The teacher can do a lot of little things. Repeat the question of a child for example, uh, that’s very important. A teacher might also say occasionally, uhm … “Could you turn to D.?” And when a teacher just now and then says “Wait a moment, could you repeat that please?” or “I’ll write it on the blackboard”, it’s remarkable that children subconsiously copy this behaviour”. In that way the teacher provides a natural model. INTRODUCTION Interviews mothers INTERVIEWSRATING SCALECONCLUSIONS

6. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt INTRODUCTION Results interviews INTERVIEWSRATING SCALECONCLUSIONS Facilitators Detractors * 1. Recognition of impact of hearing impairment 2. Stay alert 3. Promote self-reliance 4. Really is part of class 5. School is enthousiastic, pro-active 6. PT is model (in class) for teacher and classmates Individual coaching PT 7. Teamwork 8. Contact with peers bij HH pupils and parents 1. Trivialisation of hearing impairment 2. Recline and do nothing 3. Lack of independence 4. Is accepted, but is not really part of class 5. School is passive 6. PT: indirect coaching in school 7. Individual Actions 8. No peer contact * Kreimeyer & Jamieson, 2010

7. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt “Being There is Not Enough: Inclusion is both Deaf and Hearing” (Komesaroff & McLean, 2006) INTRODUCTION Results interviews & literature review translated to questionnaire INTERVIEWSRATING SCALECONCLUSIONS

8. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt INTRODUCTION Results interviews & literature review translated to questionnaire INTERVIEWSRATING SCALECONCLUSIONSINTRODUCTION

9. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt INTRODUCTION HH pupil in educational environment INTERVIEWSRATING SCALECONCLUSIONS HOH PUPIL classmate Teacher Peripatetic Teacher SCHOOL MANAGEMENT

10. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt Assessment evaluates pupil and environment 1. HH pupils’ progress compared to H classmates (as in CHAPS, Smoski et al., 1998) 2. Willingness to cope with hearing loss by environment - Class - Teacher - School management - Peripatetic teacher INTRODUCTION Introduction of environment scale into questionnaire INTERVIEWSRATING SCALECONCLUSIONS

11. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt INTRODUCTION Coherent items rating scale INTERVIEWSRATING SCALECONCLUSIONS HH child asks for repetition after noticing that something is not understood H classmates know something about hearing impairment Teacher creates a quiet listening environment in the classroom is aware of the need for eye-contact in communication paraphrases responses of other pupils during instructions and discussions School creates good acoustics in classrooms and other spaces

12. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt INTRODUCTION Results: Pupil scale INTERVIEWSRATING SCALECONCLUSIONS

13. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt INTRODUCTION Results: Casus INTERVIEWSRATING SCALECONCLUSIONS Casus 1 Boy, HH, 11 years old Casus 2 Boy, H, 11 years old Total Language Social B. Class B. Total Language Social B. Class B

14. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt INTRODUCTION Results: Environment scale INTERVIEWSRATING SCALECONCLUSIONS Teachers: “Awareness of impact of hearing loss is increased by answering questionnaire”

15. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt  No correlation inclusion score / duration PS  Introduction of environmental scale does more justice to principles of inclusion and stimulates engagement of environment  Research group too small for firm conclusions  Promising results, further studies needed INTRODUCTION Conclusions INTERVIEWSRATING SCALECONCLUSIONS

16. ICED 2010 Inclusion Rating Scale HOH Children Annemiek Voor in 't holt INTRODUCTION “Do justice to their talent …” ! INTERVIEWSRATING SCALECONCLUSIONS Thank you ! annemiek.voorintholt@hu.nl