The Best Listening Environment in School According to Hard-of-hearing Pupils

Wennergren, Ann‐Christine

doi:10.1080/15017410701504870

Cited by 4 publications

(3 citation statements)

References 9 publications

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“…1) Ortamı amaca uygun biçimde düzenleme: Verimli bir dinleme ve anlamlandırma ediminin gerçekleşmesi için ilgili öğretim ortamının dikkatle düzenlenmesi gerekmektedir. Bunun için öncelikle fiziksel ortam yabancı ve rahatsız edici seslerden olanaklı olduğunca arındırılmalı, söz konusu ortam görsellerle desteklenmeli, iletişim kurallarına uyulmalı, rahat bir dinleme ortamı sunulmalıdır (Wennergren, 2008).…”

Section: Estetik Dinleme Ve Dinleme Eğitimiunclassified

Estetik Dinleme: Kuramsal, Kavramsal Dayanakları Üzerine Bir İnceleme ve Eğitim Durumu Örneği

BAYINDIR¹,

UYGUR²,

ÇAPTUG³

2022

filolojibengu

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Bireyin gündelik yaşamında en sık kullandığı dil becerisi olan dinleme becerisi, kullanımına oranla akademik çalışmalarda gerektiğince yer almamaktadır. Alanyazındaki bu eksiklik giderilirken dinleme türleri içerisindeki estetik dinleme türünün bazı çalışmalarda bağımsız bir tür olarak ele alınmadığı, bazı çalışmalarda da tanımına yönelik görüş birliğinin olmadığı saptanmıştır. Bu çalışmanın amacı estetik dinlemenin kuramsal dayanaklarını belirleyip onu açıklamak ve Türkçe dersi kapsamında bir eğitim durumu örneği sunmaktır. Söz konusu kuramsal dayanak estetik ile Türkçe eğitimi, estetik dinleme ve dinleme eğitimi ilişkileri temelinde yapılandırılmıştır. Bu bağlamda çalışmada metasentez yöntemi kullanılmıştır. Estetik dinlemeye yönelik bir eğitim durumu tasarlanmış, böylece estetik dinleme eğitiminin uygulama süreçleri somut bir biçimde belirginleştirilmiştir. Öğrencilerin estetik dinleme becerilerini geliştirmek amacıyla hazırlanan eğitim durumunda, alımlayıcılarda estetik duyarlılık farkındalığı yaratmak için birden fazla metin türü kullanılmıştır. Bu noktada da estetik değeri ön planda olan şiirlerin, ana ve ayna metinler olarak kullanılması önemli görülmüştür. Yapılandırılan eğitim durumunda öğrencilerin estetik dinleme bağlamında stratejik ve teknik yeti edinebileceği, bilgi ve deneyim aralıklarını derinleştirebileceği, yorum bilgisel yeterliliklerini artırabileceği yaşantı örneklerine yer verilmiştir. Çalışmanın alanyazındaki estetik dinlemeye ilişkin boşluğu doldurmaya katkı sağlayacağı ve yapılacak bilimsel çalışmalara akademik zemin hazırlayacağı öngörülmektedir.

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Section: Estetik Dinleme Ve Dinleme Eğitimiunclassified

Estetik Dinleme: Kuramsal, Kavramsal Dayanakları Üzerine Bir İnceleme ve Eğitim Durumu Örneği

BAYINDIR¹,

UYGUR²,

ÇAPTUG³

2022

filolojibengu

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“…Inclusion has also been defined by researchers (Ferm Thorgersen and Christophersen, 2016; Haug, 2014; Persson, 2014; Wennergren, 2007) in terms of democracy and democratic rights for all individuals, which connects to the aim of changing unjust structures and strategies, as described by Skowronski (2013).…”

Section: Discourses Of Inclusion In Research Policy and Practicementioning

confidence: 99%

Disabilities within Sweden’s Art and Music Schools: Discourses of inclusion, policy and practice

Tillborg

2019

Policy Futures in Education

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The aim of this paper is to investigate the discourses that emerge when Sweden’s Art and Music School leaders talk about the inclusion of pupils with disabilities in relation to policy. A starting point is that both earlier studies and policy documents have revealed inclusion problems within Art and Music Schools. The research question is: how are Art and Music School practice, policy and inclusion of pupils with disabilities connected within and through leaders’ discursive practices? The data are based on three focus group conversations with a total of 16 Art and Music School leaders from northern, central and southern Sweden. Discourse analysis as a social constructionist approach is applied since it provides a means to investigate the connection between social change and discourse. Concepts from both discursive psychology and Foucauldian-inspired discourse analysis are applied in order to investigate connections between rhetorical strategies on a micro level and discourses on an institutional level. The concept of multicentric inclusion is introduced and applied in the analysis. In addition, concepts from educational policy theories are applied in order to analyse how policies are conceptualised and enacted in the context of leaders’ discursive practices. Regarding terminology, the results challenge this researcher when the concept of mixed abilities is introduced by the participants. The analysis exposes three discourses: multicentric inclusion discourse, normality discourse and specialisation discourse. There are tensions between the multicentric inclusion discourse and the normality discourse, as well as between the multicentric inclusion discourse and the specialisation discourse. The analysis leads to the following suggestions in order to achieve justice in music education practices and policies: (a) to enforce a specific national inclusion policy, (b) to challenge the normality discourse and (c) to bring together the multicentric inclusion discourse with the specialisation discourse.

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“…better classroom acoustics, and making deaf awareness for teachers more rigorous. Parents of children in mainstream schools in Scotland will perhaps be surprised at the lack of policy advice in Scotland about acoustic treatment of school buildings compared to Swedish standard (Wennergren, 2008;Scottish Parliament, 2015). But the relatively poor results of mainstreamed hard of hearing children in Sweden could suggest that a peripatetic specialist qualified teaching force might be useful.…”

Section: Final Remarksmentioning

confidence: 99%

Monitoring the Achievement of Deaf Pupils in Sweden and Scotland: Approaches and Outcomes

Hendar

O'Neill

2016

Deafness & Education International

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Over the past two decades there have been major developments in deaf education in many countries: medical and technical advances have made it possible for more deaf children to hear and speak successfully, and most deaf pupils learn in ordinary classes in mainstream schools. In this article we explore patterns of achievements of deaf pupils to see if these reforms have improved attainment outcomes. International surveys such as PISA do not include deaf pupils. This article describes two independent large-scale surveys about deaf pupils in Sweden and Scotland. The similar results from both countries show that deaf children, after two decades of social reform and technical advances, still lag behind their hearing peers. The results also show how large-scale surveys can contribute to a greater understanding of educational outcomes in a small, vulnerable group and make it possible to continue to reform the field to narrow the achievement gap further. The results further suggest that differing methods in two contrasting educational contexts can lead to some similar results and point to the need for different support to children with hearing loss and language disadvantages

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The Best Listening Environment in School According to Hard-of-hearing Pupils

Cited by 4 publications

References 9 publications

Estetik Dinleme: Kuramsal, Kavramsal Dayanakları Üzerine Bir İnceleme ve Eğitim Durumu Örneği

Estetik Dinleme: Kuramsal, Kavramsal Dayanakları Üzerine Bir İnceleme ve Eğitim Durumu Örneği

Disabilities within Sweden’s Art and Music Schools: Discourses of inclusion, policy and practice

Monitoring the Achievement of Deaf Pupils in Sweden and Scotland: Approaches and Outcomes

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