聋哑或听力障碍儿童和罗姆移民家庭儿童的教育包容:对多专业工作的影响

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Deafness & Education International Pub Date : 2019-11-05 DOI:10.1080/14643154.2019.1685756

R. Swanwick, J. Elmore, J. Salter

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引用次数: 5

摘要

本研究考察了移民到英国的罗姆家庭的聋哑或听力障碍儿童(DHH)的教育包容性。该研究是与该领域的从业人员共同开发的，涉及:聋人教育服务的人口统计调查;五项关于地方当局服务的机构案例研究和四项关于卫生保健儿童和罗姆家庭儿童的个人案例研究。对数据进行交叉分析的方法揭示了作为DHH儿童和来自英格兰罗姆移民家庭的儿童的不同脆弱性。该研究首次估计了英格兰来自罗姆家庭的DHH儿童的数量。报告还概述了地方当局服务机构向罗姆儿童提供的支持，并对家庭和儿童的经验提供了见解。总之，它考虑了对多专业实践的影响。

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Educational inclusion of children who are deaf or hard of hearing and from migrant Roma families: Implications for multi-professional working

ABSTRACT This research examined the educational inclusion of children who are deaf or hard of hearing (DHH) and from Roma families who have migrated to England. The study was co-developed with practitioners in the field and involved: a demographic survey of deaf education services; five institutional case studies of local authority services and four individual case studies of children who are DHH and from Roma families. An intersectional approach to the analysis of the data revealed the different vulnerabilities associated with being a child who is DHH and being from a migrant Roma family in England. The study provides the first estimate of the numbers of children who are DHH and from Roma families in England. It also documents an overview of the support offered to Roma children by local authority services and offers insights into the experiences of families and children. In conclusion, it considers the implications for multi-professional practice.

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来源期刊

Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

7.10%

发文量

期刊介绍： Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.