Title: Mondelinge taalvaardigheid Nederlands en leerlingen met een auditieve beperking
Type of the resource: Handbook/Guide/Manual
Funded by: SLO (nationaal expertisecentrum leerplanontwikkeling)
Authors: Theun Meestringa, Dirk Tuin
Type of disability: Hearing Impairments
Target education level: Primary education
Secondary education
Language(s): Dutch
IPR: No
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
"This addition to the existing Guides provides guidance on how to adjust the school exams oral language skills. Per student will have to be viewed in to what extent adjustment is needed and which adjustment is best for the student."
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
All official institutions that supervise and participate in tests, school exams, etc.
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
"Developed for different target groups:
teachers (sections) Dutch VMBO and HAVO / VWO who are confronted with deaf or hard of hearing students in exam classes and wonder if and how the school exam for oral language proficiency should or can be adjusted;
Dutch teachers in the VSO who make agreements with the secondary schools, with which the school concludes a so-called symbiosis agreement, about administering the oral language proficiency component of the Dutch school exam; ambulatory supervisors of deaf and hard of hearing pupils in VMBO and HAVO / VWO schools;
examination boards and school boards who have to decide on the adaptation of the school exam"
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
"For deaf and hard of hearing pupils, this tightening can-have a negative effect, Because They Have to Overcome additional barriers in language learning.
Language proficiency Could Lead to insurmountably low grades. .
At the Saami time, the school is Obliged to remove obstacles that a student encounters due to a disability in education, testing and examination ( Oral language proficiency is part of the Dutch school exams."
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
"Do as much as possible justice to equality and equal treatment compared to normal hearing students;
do as much as possible justice to the reliability and validity of the assessment;
do not affect the level of the degree "
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Because they start later and receive less supply, pupils with an auditory disability often develop a less extensive Dutch vocabulary, less fluency and a less clear pronunciation, compared to regular hearing pupils.
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Finally, we would like to point out the possibility of including parts in the school exam at the student's choice. We have not come across this option, but it does exist.
The school thus offers all pupils the opportunity to excel on a component that has a special interest in them and / or in which they are good. Adequate execution can be taken into account on the grade list with a predetermined percentage when calculating the SE grade.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: https://slo.nl/publicaties/@4382/mondelinge-0/
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