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.

The Role of Modality in L2 Learning: The Importance of Learners Acquiring a Second Sign Language (M2L2 and M1L2 Learners)

“…An emerging literature on deaf migrants (e.g., Emery & Iyer, 2021) addresses languaging strategies of mobile deaf populations as they encounter new language environments, bringing with them both their initial systems and any languages they learned subsequently. Their linguistic developmental trajectories and those of their children may well differ from “typical” L1 patterns (Harrelson, 2019; Swanwick et al., 2021) and raise questions about how to analyze semantic, morphosyntactic, and phonological aspects of multilingual–multimodal languaging, and how it affects ultimate acquisition across generations.…”

Implementasi Pembelajaran Di Sekolah Dasar Inklusi Bagi Tunarungu Selama Covid-19

“…Penelitian kedua yang dilakukan dengan judul pendidikan inklusi anak tunarungu dari keluarga migran roma, hasil penelitian menunjukkan bahwa beberapa kerentanan (rasisme, permusuhan dan penganiayaan) yang berhubungan dengan anak yang mengalami gangguan pendengaran dan berasal dari Roma di Inggris. Kerentanan memiliki implikasi serius bagi pengembangan anak, pendidikan dan prestasi serta kesehatan dan kesejahteraan jangka panjang yang telah diidentifikasi (Swanwick, Elmore, & Salter, 2019). Selain itu penelitian terdapat pula beberapa penelitian yang menganalisis tentang  204 permasalahan pembelajaran selama pandemi di beberapa negara dengan hasil bahwa penerapan pembelajaran yang dilaksanakan setiap negara berbeda-beda, khusus di negara Indonesia pelaksanaan pembelajaran mengacu pada panduan pembelajaran darurat yang dikeluarkan oleh Kementerian Pendidikan dan Kebudayaan RI walaupun tidak sepenuhnya diterapkan oleh tenaga pendidik dan peserta didik karena terkendala oleh sarana dan lain sebagainya (Putro, Widyastuti, & Hastuti, 2020).…”