Introduzindo a educação regular bilíngue bimodal inclusiva na Holanda usando as melhores práticas da Austrália
DOI:
https://doi.org/10.17058/signo.v48i92.18809Palabras clave:
Escola bilíngue bimodal (BiBi), Educação regular inclusiva, Co-matrícula, Ensino Fundamental, . Língua de sinais de Holanda (NGT)Resumen
Na Holanda, a maioria das crianças surdas e com deficiência auditiva (SDA) segue a educação regular, sem instrução direta em língua de sinais. Embora as escolas para surdos possam oferecer educação bilíngue bimodal, há um movimento geral em direção a uma educação mais inclusiva. Internacionalmente, escolas regulares bilíngues bimodais (BiBi) foram criadas para fornecer instrução direta em língua de sinais para crianças surdas e ouvintes, acesso a colegas surdos e professores especializados em educar crianças SDA. Apresentamos nossos planos para a introdução de um programa BiBi em duas escolas regulares na Holanda, com base nas experiências e melhores práticas da Escola Estadual Toowong em Brisbane, Austrália. Discutiremos questões e desafios remanescentes, como por exemplo, como começar, como informar e inspirar a equipe, quais funções os assistentes de ensino e intérpretes devem ter e como introduzir o uso da língua de sinais na escola para alunos surdos e ouvintes. Embora as práticas e regulamentações possam diferir entre os países, compartilhar desafios e melhores práticas é informativo e inspirador. Nosso objetivo é contribuir para a discussão em torno da educação inclusiva e como alcançar interações sociais sem barreiras em um ambiente de aprendizado ideal para crianças com SDA.
Descargas
Citas
Baker, M., Miller, C., Fletcher, E., Gamin, C., & Carty, B. (2019). Co-enrolment in Toowong, Australia. In M. Marschark, S. Antia & H. Knoors (Eds.), Co-enrolment in deaf education (pp. 41-67). Oxford University Press.
Bess, F. H., Davis, H., Camarata, S., & Hornsby, B. W. (2020). Listening-related fatigue in children with unilateral hearing loss. Language, speech, and hearing services in schools, 51(1), 84-97.
Bialystok, E., & Werker, J.F. (2017). The systematic effects of bilingualism on children’s development. Developmental Science, 20, e12535.
Boons, T., De Raeve, L., Langereis, M., Peeraer, L.,Wouters, J., & van Wieringen, A. (2013). Expressive vocabulary, morphology, syntax and narrative skills in profoundly deaf children after early cochlear implantation. Research in Developmental Disabilities, 34(6), 2008-2022.
Boerrigter, M., Vermeulen, A., Marres, H., & Langereis, M. (2018). Personality Traits of Profoundly Hearing Impaired Adolescents with Cochlear Implants–A Comparison with Normal Hearing Peers. Frontiers in Psychology, 9, 161.
Boerrigter, M., Vermeulen, A., Marres, H., Mylanus, E., & Langereis, M. (2021). Self-concept of children and adolescents with cochlear implants. International Journal of Pediatric Otorhinolaryngology, 141, 110506.
Broekhof, E., Bos, M. G., Camodeca, M., & Rieffe, C. (2018). Longitudinal associations between bullying and emotions in deaf and hard of hearing adolescents. The Journal of Deaf Studies and Deaf Education, 23(1), 17-27.
Caselli, N. K., Hall, W., & Henner, J. (2020). American Sign Language interpreters in public schools: An illusion of inclusion that perpetuates language deprivation. Maternal and Child Health Journal, 24(11), 1323-1329.
Castellanos, I., Kronenberger, W. G., & Pisoni, D. B. (2018). Psychosocial outcomes in long-term cochlear implant users. Ear and hearing, 39(3), 527.
De Hoog, B., Langereis, M., van Weerdenburg, M., Knoors, H., & Verhoeven, L. (2016). Linguistic profiles of children with CI as compared with children with hearing or specific language impairment. International Journal of Language & Communication Disorders, 51(5), 518-530.
De Klerk, A., Hermans, D., Wauters, L., De Laat, L., De Kroon, F., & Knoors, H. (2019). The Best of Both Worlds: A Co-Enrolment Program for DHH Children in the Netherlands. In M. Marschark, S. Antia & H. Knoors (Eds.), Co-Enrolment in Deaf Education (pp. 183-210). Oxford University Press.
De Meulder, M., & Haualand, H. (2021). Sign language interpreting services: A quick fix for inclusion? Translation and Interpreting Studies, 16(1), 19-40.
De Meulder, M., & Murray. J. J. (2021). The illusion of choice in inclusive education. International Journal of Inclusive Education, 8(20), 1-15.
Goberis, D., Beams, D., Dalpes, M., Abrisch, A., Baca, R., & Yoshinaga-Itano, C. (2012). The missing link in language development of deaf and hard of hearing children: pragmatic language development. Seminars in Speech and Language, 33, 297-309.
Hall, M. L., Hall, W. C., & Caselli, N. K. (2019). Deaf children need language, not (just) speech. First Language, 39(4), 367-395.
Hamilton, B. M., & Clark, M. D. (2020). The Deaf Mentor program: Benefits to families. Psychology, 11(5), 713-736.
Hermans, D., Knoors, H., Ormel, E., & Verhoeven, L. (2008). The relationship between the reading and signing skills of deaf children in bilingual education programs. Journal of Deaf Studies and Deaf Education, 13, 518-530.
Hoffmeister, R., Henner, J., Caldwell-Harris, C., & Novogrodsky, R. (2022). Deaf children’s ASL vocabulary and ASL syntax knowledge supports English knowledge. The Journal of Deaf Studies and Deaf Education, 27(1), 37-47.
Hogeboom, L., & Scholten, C. (2022). Recht op onderwijs voor dove en slechthorende leerlingen. Verkenning naar knelpunten en oplossingsrichtingen voor onderwijs voor dove en slechthorende leerlingen in Nederland. [Right to education for deaf and hard-of-hearing students in the Netherlands. Exploring obstacles and solutions for education for deaf and hard-of-hearing students in the Netherlands]. DSP-groep.
Humphries, T., Kushalnagar, P. Mathur, G., Napoli, D.J., Padden, C., Rathmann, C., & Smith, S. R. (2012). Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches. Harm Reduction Journal, 9(16), 1-9.
Humphries, T., Mathur, G., Napoli, D. J., Padden, C., Rathmann, C. (2022). Deaf Children Need Rich Language Input from the Start: Support in Advising Parents. Children, 9, 1609.
Kirchner, C. J. (1994). Co-enrollment as an inclusion model. American Annals of the Deaf, 139, 163-164.
Kramreiter, S., & Krausneker, V. (2019). Bilingual, inclusive, mixed-age schooling in Vienna. In M. Marschark, S. Antia & H. Knoors (Eds.), Co-enrolment in deaf education (pp. 133-147). Oxford University Press.
Krausneker, V. (2008). Language Use and awareness in a bilingual setting. In C. Plaza-Pust & E. Morales-Lopez (Eds.), Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations (pp. 195-222). John Benjamins.
Krausneker, V., Becker, C., Audeoud, M., & Tarcsiová, D. (2020). Bilingual School Education with Spoken and Signed Languages in Europe. International Journal of Bilingual Education and Bilingualism, 25(5), 1794-1810.
Kreimeyer, K. H., Crooke, P., Drye, C., Egbert, V., & Klein, B. (2000). Academic and social benefits of a co-enrolment model of inclusive education for deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 5, 174-185.
Kurz, K. B., Schick, B., & Hauser, P. C. (2015). Deaf Children’s Science Content Learning in Direct Instruction Versus Interpreted Instruction. Journal of Science Education for students with disabilities, 18(1), 23-37.
Kushalnagar, P., Topolski, T. D., Schick, B., Edwards, T. C., Skalicky, A. M., & Patrick, D. L. (2011). Mode of communication, perceived level of understanding, and perceived quality of life in youth who are deaf or hard of hearing. Journal of deaf studies and deaf education, 16(4), 512-523.
Langereis, M., & Vermeulen, A. (2015). School performance and wellbeing of children with CI in different communicative educational environments. International Journal of Pediatric Otorhinolaryngology, 79(6), 834-839.
Lillo-Martin, D. C., Gale, E., & Chen Pichler, D. (2021). Family ASL: An Early Start to Equitable Education for Deaf Children. Topics in Early Childhood Special Education, 02711214211031307.
McCain, K. G., & Antia, S. (2005). Academic and social status of hearing, deaf, and hard of hearing students participating in a co-enrolled classroom. Communication Disorders Quarterly, 27(1), 20-32.
Ormel, E., & Giezen, M. R. (2014). Bimodal bilingual cross-language interaction: Pieces of the puzzle. In M. Marschark, G. Tang & H. Knoors (Eds.). Bilingualism and bilingual deaf education (pp. 74-101). Oxford University Press.
Ormel, E., Hermans, D., Knoors, H., & Verhoeven, L. (2012). Cross-language effects in visual word recognition: The case of bilingual deaf children. Bilingualism: Language and Cognition, 15, 288-303.
Paatsch, L., & Toe, D. (2020). The impact of pragmatic delays for deaf and hard of hearing students in mainstream classrooms. Pediatrics, 146(Supplement 3), S292-S297.
Peterson, C. C. (2016). Empathy and theory of mind in deaf and hearing children. Journal of deaf studies and deaf education, 21(2), 141-147.
Pontecorvo, E., Higgings, M, Mora, J., Lieberman, A. M., Pyers, J., & Caselli, N. K. (2023). Learning a sign language does not hinder acquisition of a spoken language, Journal of Speech, Language, and Hearing Research, 66(4), 1291-1308.
Rijke, W. J., Vermeulen, A. M., Wendrich, K., Mylanus, E., Langereis, M. C., & van der Wilt, G. J. (2021). Capability of deaf children with a cochlear implant. Disability and rehabilitation, 43(14), 1989-1994.
Schick, B., Williams, K., & Kupermintz, H. (2006). Look who’s being left behind: Educational interpreters and access to education for deaf and hard-of-hearing students. Journal of deaf studies and deaf education, 11(1), 3-20.
Secora, K., & Smith, D. (2021). The Benefit of the “And” for Considerations of Language Modality for Deaf and Hard-of-Hearing Children. Perspectives of the ASHA Special Interest Groups, 6(2), 397-401.
Scott, J. A., & Hoffmeister, R. J. (2016). American Sign Language and academic English: Factors influencing the reading of bilingual secondary school deaf and hard of hearing students. The Journal of Deaf Studies and Deaf Education, 22, 59-71.
Snoddon, K., & Paul, J. J. (2020). Framing sign language as a health need in Canadian and international policy. Maternal and Child Health Journal, 24(11), 1360-1364.
Stevenson, J., Kreppner, J., Pimperton, H., Worsfold, S., & Kennedy, C. (2015). Emotional and behavioural difficulties in children and adolescents with hearing impairment: a systematic review and meta-analysis. European child & adolescent psychiatry, 24, 477-496.
Stinson, M., & Antia, S. (1999). Considerations in educating deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 4(3), 163-175.
Svartholm, K. (2010). Bilingual education for deaf children in Sweden. International journal of bilingual education and bilingualism, 13(2), 159-174.
Tang, G., Lam, S., & Yiu, C. (2014). Language development of deaf children in a sign bilingual and co-enrolment environment. In M. Marschark, G. Tang & H. Knoors (Eds.), Bilingualism and bilingual deaf education (pp. 313-341). Oxford University Press.
Theunissen, S. C., Rieffe, C., Kouwenberg, M., De Raeve, L., Soede, W., Briaire, J. J., & Frijns, J. H. (2012). Anxiety in children with hearing aids or cochlear implants compared to normally hearing controls. The Laryngoscope, 122(3), 654-659.
Theunissen, S. C., Rieffe, C., Kouwenberg, M., Soede, W., Briaire, J. J., & Frijns, J. H. (2011). Depression in hearing-impaired children. International Journal of Pediatric Otorhinolaryngology, 75(10), 1313-1317.
Theunissen, S. C., Rieffe, C., Netten, A. P., Briaire, J. J., Soede, W., Schoones, J. W., & Frijns, J. H. (2014). Psychopathology and its risk and protective factors in hearing-impaired children and adolescents: A systematic review. JAMA Pediatrics, 168(2), 170-177.
Torigoe, T. (2019). Learning together by deaf and hearing students in a Japanese primary school. In M. Marschark, S. Antia & H. Knoors (Eds.), Co-enrolment in deaf education (pp. 69-81). Oxford University Press.
Van der Straaten, T. F., Briaire, J. J., Dirks, E., Soede, W., Rieffe, C., & Frijns, J. H. (2021). The School Career of Children with Hearing Loss in Different Primary Educational Settings — A Large Longitudinal Nationwide Study. The Journal of Deaf Studies and Deaf Education, 26(3), 405-416.
Van Gent, T., Goedhart, Arnold W., Knoors, H. E. T., Westenberg, P. M., Treffers, P. D. A. (2012). Self-concept and Ego Development in Deaf Adolescents: A Comparative Study, The Journal of Deaf Studies and Deaf Education, 17(3), 333-351.
Wauters, L. N., van Bon, W., & Tellings, A. (2006). Reading comprehension of Dutch deaf children. Reading and Writing, 19, 49-76.
Werfel, K. L., & Hendricks, A. E. (2016). The relation between child versus parent report of chronic fatigue and language/literacy skills in school-age children with cochlear implants. Ear and Hearing, 37(2), 216-224.
Wolters, N., Knoors, H., Cillessen, A. H. N., & Verhoeven, L. (2011). Predicting acceptance and popularity in early adolescents as a function of hearing status, educational setting, and gender. Research in Developmental Disabilities, 32, 2553-2565.
Wong, C. L., Ching, T. Y. C., Cupples, L., Button, L., Leigh, G., Marnane, V., . . . Martin, L. (2017). Psychosocial development in 5-year-old children with hearing loss using hearing aids or cochlear implants. Trends in Hearing, 21, 1-19.
Wong, F., Tang, G., Yeung, P.-S., Yoi, C. K.-M. (2022). Emerging ecology of a sign bilingualism and co-enrolment classroom: A qualitative analysis. (Special Issue). Sign Language, Deaf Culture, and Bilingual Education, 58, 52-82.
Xie, Y. H., Potměšil, M., & Peters, B. (2014). Children who are deaf or hard of hearing in inclusive educational settings: A literature review on interactions with peers. Journal of Deaf Studies and Deaf Education, 19(4), 423-437.
Yiu, C., & Tang, G. (2014). Social Integration of deaf and hard-of-hearing students in a sign bilingual and co-enrolment environment. In M. Marschark, G. Tang & H. Knoors (Eds.), Bilingualism and Bilingual Deaf Education (pp. 342-367). Oxford University Press.
##submission.downloads##
Publicado
Cómo citar
Número
Sección
Licencia
Declaro(amos) que o artigo submetido é pessoal, inédito, não representando reprodução, ainda que parcial, de obras de terceiros, assumindo a responsabilidade por todas as colocações e conceitos emitidos, bem como também autorizo(amos) sua publicação pela revista Signo, Universidade de Santa Cruz do Sul. Declaro(amos) exonerar a APESC/UNISC de todas e quaisquer responsabilidades, e indenizá-la por perdas e danos que venha a sofrer em caso de contestação (da originalidade e dos conceitos e ideias); Declaro(amos), caso o artigo seja aceito e publicado pela revista Signo, a cedência e transferência de forma definitiva e perpétua, irrevogável e irretratável, para a APESC, dos seus direitos autorais patrimoniais referentes ao artigo denominado nesta declaração, para utilização da APESC em finalidade educacional. Concordo(amos) e estou(amos) ciente(s) de que a publicação eletrônica é de livre acesso, regida com uma Licença Os autores que publicam na Signo retêm os direitos autorais de seu trabalho, licenciando-o sob a Creative Commons Attribution License que permite que os artigos sejam reutilizados e redistribuídos sem restrições, desde que o trabalho original seja corretamente citado. A Signo é propriedade da Associação Pró-Ensino em Santa Cruz do Sul e hospeda na plataforma Open Journal System. Creative Commons Atribuição 4.0 Internacional.
