Understanding Deaf bilingual education from the inside: a SWOT analysis |
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| Authors: | Irma M Munoz-Baell Carlos Alvarez-Dardet M Ruiz-Cantero Emilio Ferreiro-Lago Eva Aroca-Fernandez |
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| Institution: | 1. Faculty of Education , University of Alicante , Alicante , Spain irmamu@ua.es;3. Department of Public Health , University of Alicante , Alicante , Spain , – CIBER Epidemiología y Salud Pública (CIBERESP);4. CNSE Foundation for the Suppression of Communication Barriers , Madrid , Spain |
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| Abstract: | This article reports on a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis using a nominal group process undertaken to identify and tackle significant factors, both internal and external, affecting those current Deaf bilingual practices in Spain which promote or prevent the processes through which more inclusive (barrier-free) education for Deaf children can be successfully implemented. Seventeen school representatives (eight Deaf, nine hearing) from nine school sites with leading Deaf bilingual initiatives for Deaf children from different parts of the country participated in the study. Ways to improve accessibility to the whole SWOT process were explored to ensure that genuine and significant participation of All school representatives was actually possible. The main strengths pointed out the importance of participation and involvement of staff and others in the educational community. The primary weakness was found in the lack of a learning environment fully accessible to Deaf children. Notable opportunities included a growing acceptance of the bilingual and inclusive school concept by regional educational administrations and societal and parental changes towards bilingualism and sign language. The lack of official recognition of sign language was reported as a major threat. Understanding these four internal and external interrelated factors can: (1) help insiders reflect on their practices and use the findings to improve their practice; (2) guide policy decisions on matching resources and capabilities to the environment in which schools catering for Deaf children operate; and (3) provide the starting point upon which policy-making and further research could be built. |
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| Keywords: | inclusive bilingual education deaf children language policy community participation strategic planning Strengths Weaknesses Opportunities and Threats (SWOT) |
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