Recommendations Recommendations on Development and Implementation of on Development and Implementation of

Accreditation Standard 1 – Mission Accreditation Standard 1 – Mission for Schools for Schools

for Children with Hearing Difficultiesfor Children with Hearing Difficulties

Maka Kordzadze, Nino Bokeria, Nino Inauri, Natia AmiridzeMaka Kordzadze, Nino Bokeria, Nino Inauri, Natia AmiridzeNational Education Accreditation Center (NEAC)National Education Accreditation Center (NEAC)

Nino AmiridzeNino AmiridzeUtrecht UniversityUtrecht University

TARGET SCHOOLSTARGET SCHOOLS

Tbilisi Public School # 203Tbilisi Public School # 203 Kutaisi Public School #45Kutaisi Public School #45

for Deaf and for Deaf and

Hard of Hearing (HoH) Hard of Hearing (HoH) ChildrenChildren

RECOMMENDATIONS’ OBJECTIVERECOMMENDATIONS’ OBJECTIVE

Support the proposed schools in the process Support the proposed schools in the process of of

preparation for Accreditation of General preparation for Accreditation of General

Educational Institutions (GEI).Educational Institutions (GEI).

ACCREDITATION OFACCREDITATION OFGENERAL EDUCATIONAL INSTITUTIONSGENERAL EDUCATIONAL INSTITUTIONS

Mandatory for all GEI Mandatory for all GEI

(Law of Georgia on General Education. Article 32)(Law of Georgia on General Education. Article 32) Accreditation Status of GEI Before the start of the 1Accreditation Status of GEI Before the start of the 1 stst Accreditation Accreditation

Process:Process:

Public Schools – Accredited before start of Academic year Public Schools – Accredited before start of Academic year

2011-20122011-2012

Private Schools – Accredited before start of Academic Private Schools – Accredited before start of Academic year year 2010-2010-20112011

NEAC intends to start Accreditation Process in advance so that all NEAC intends to start Accreditation Process in advance so that all GEIs acquire Accredited status before the above mentioned period.GEIs acquire Accredited status before the above mentioned period.

OBJECTIVES OF ACCREDITATIONOBJECTIVES OF ACCREDITATION

Inclusion of General Education system of Georgia in the global Inclusion of General Education system of Georgia in the global quality assessment systemquality assessment system

Facilitation of necessary changes in the system of general Facilitation of necessary changes in the system of general educationeducation

Quality improvement in General EducationQuality improvement in General Education Introduction of new methods and approaches in the process of Introduction of new methods and approaches in the process of

teaching and learningteaching and learning Introduction of regular self-evaluation in schools as a tool for Introduction of regular self-evaluation in schools as a tool for

further improvement of their performance in a qualitative sensefurther improvement of their performance in a qualitative sense Monitoring correspondence of the study process with National Monitoring correspondence of the study process with National

Objectives of General Education, National Curriculum as well as Objectives of General Education, National Curriculum as well as standards set out by NEAC.standards set out by NEAC.

ACCREDITATION STANDARDSACCREDITATION STANDARDS

Four Accreditation Standards are to be met by all schools duringFour Accreditation Standards are to be met by all schools during

the proposed accreditation process. The NEAC Standards are asthe proposed accreditation process. The NEAC Standards are as

follows:follows:

MissionMission CultureCulture Study ProgramStudy Program Management of ResourcesManagement of Resources

SELF-EVALUATIONSELF-EVALUATION

At the beginning of the accreditation process General EducationalAt the beginning of the accreditation process General Educational

Institutions Institutions

carry out self-evaluationcarry out self-evaluation

identify their strengths and needs on a basis of thorough study as well as identify their strengths and needs on a basis of thorough study as well as assessment of their overall performanceassessment of their overall performance

prepare a Self-Evaluation Reportprepare a Self-Evaluation Report

SELF-EVALUATIONSELF-EVALUATION

School’s Self-Evaluation is:School’s Self-Evaluation is:

an important part of the accreditation application packagean important part of the accreditation application package

a basis for expert groups and accreditation council’s eventual a basis for expert groups and accreditation council’s eventual recommendation on granting accreditation to schools.recommendation on granting accreditation to schools.

MISSION-BASED ACCREDITATIONMISSION-BASED ACCREDITATION

The Proposed Accreditation is regarded to be theThe Proposed Accreditation is regarded to be the

Mission-based Accreditation.Mission-based Accreditation.

Therefore it is of utmost importance to carefullyTherefore it is of utmost importance to carefully

plan and implement Standard I – Mission.plan and implement Standard I – Mission.

Mission and other three standards of Accreditation ofMission and other three standards of Accreditation of

General Education Institutions are interrelatedGeneral Education Institutions are interrelated ..

SPECIFICITY OF TARGET SCHOOLS’S SPECIFICITY OF TARGET SCHOOLS’S MISSIONMISSION

Taking into account the specificity of target schools the MissionTaking into account the specificity of target schools the Missionhas to be developed in accordance withhas to be developed in accordance with

the Law of Georgia on General Educationthe Law of Georgia on General Education National Objectives of General Education National Objectives of General Education scientific researchscientific research best achievements in deaf education worldwidebest achievements in deaf education worldwide

in order to guarantee favorable conditions for study, communicationin order to guarantee favorable conditions for study, communicationand children’s further development.and children’s further development.

SPECIFICITY OF TARGET SCHOOLS’S SPECIFICITY OF TARGET SCHOOLS’S MISSIONMISSION

After the careful study ofAfter the careful study of

research carried out during the last decadesresearch carried out during the last decades experience of foreign countries in the field of special educationexperience of foreign countries in the field of special education consultations with a number of researchers and educatorsconsultations with a number of researchers and educators

we decided to formulate a set of recommendations for Targetwe decided to formulate a set of recommendations for Target

Schools. Though before proceeding to recommendationsSchools. Though before proceeding to recommendations it isit is

important to discuss some issues:important to discuss some issues:

1. TRADITIONS 1. TRADITIONS && PRACTICES OF PRACTICES OF DEAF EDUCATION IN GEORGIADEAF EDUCATION IN GEORGIA

Traditions and practices result from the Soviet heritage in specialTraditions and practices result from the Soviet heritage in specialeducation – influence of ideas by Soviet Educators and Moscoweducation – influence of ideas by Soviet Educators and MoscowInstitute of Defectology. Institute of Defectology.

Russian (Soviet) influence on Approaches, methodology and programs Russian (Soviet) influence on Approaches, methodology and programs of target schools is still strong: of target schools is still strong: currently a manual (charter) issued in currently a manual (charter) issued in 1952-1956 is1952-1956 is still in use.still in use.

Use of sign language in the classroom was prohibited during the Use of sign language in the classroom was prohibited during the Soviet period.Soviet period.

Sign languages were thought either to be pantomime or to be simple Sign languages were thought either to be pantomime or to be simple gestural codes which prevented Deaf people from cognitive gestural codes which prevented Deaf people from cognitive development. However, recent linguistic work has shown these beliefs development. However, recent linguistic work has shown these beliefs to be incorrect: natural sign languages show all the structural to be incorrect: natural sign languages show all the structural properties of other human languages.properties of other human languages.

2. Soviet Approach – “Purely Oral Method”2. Soviet Approach – “Purely Oral Method”

““Purely oral method” or Oralism Purely oral method” or Oralism

advocates the use of oral education methods with all students with advocates the use of oral education methods with all students with hearing impairmenthearing impairment

emphasizes the development of skills in the areas of speech, speech emphasizes the development of skills in the areas of speech, speech reading and hearingreading and hearing

It was believed that integration of Deaf would only be possibleIt was believed that integration of Deaf would only be possible

by developing their oral skillsby developing their oral skills Soviet Educational literature of 1920s – 1980s in deaf education is Soviet Educational literature of 1920s – 1980s in deaf education is

focused on claiming all-importance of the “purely oral method” for focused on claiming all-importance of the “purely oral method” for the development of deaf children while severely criticizing the use the development of deaf children while severely criticizing the use of “visual-manual language” (i.e. sign language in Soviet of “visual-manual language” (i.e. sign language in Soviet terminology).terminology).

““Purely oral method” is still advocated by the majority of educators Purely oral method” is still advocated by the majority of educators in Georgia.in Georgia.

3. “Purely Oral Method” – Evaluation and 3. “Purely Oral Method” – Evaluation and ConsequencesConsequences

Markku Jokinen, a President of the World Federation of the Deaf, calls the Markku Jokinen, a President of the World Federation of the Deaf, calls the oralist method as ”oralist method as ”linguistic oppressionlinguistic oppression”.”.

As “it prevents profound literacy and gaining the knowledge and skills that As “it prevents profound literacy and gaining the knowledge and skills that would correspond to their innate capacities and would be needed for socio-would correspond to their innate capacities and would be needed for socio-economic mobility and democratic participation”.economic mobility and democratic participation”.

Francois Grosjean, a Swiss Linguist: Francois Grosjean, a Swiss Linguist:

““Many Deaf children have great difficulties producing and perceiving an Many Deaf children have great difficulties producing and perceiving an oral language in its spoken modality. oral language in its spoken modality.

Having to wait several years to reach a satisfactory level that might never Having to wait several years to reach a satisfactory level that might never be attained, and denying the Deaf child access to a sign language, is be attained, and denying the Deaf child access to a sign language, is basically taking the risk that the child will fall behind in his/her basically taking the risk that the child will fall behind in his/her development, be it linguistic, cognitive, social, or personal”.development, be it linguistic, cognitive, social, or personal”.

4. What Are Sign Languages?4. What Are Sign Languages?

4. What Are Sign Languages?4. What Are Sign Languages?

SIGN LANGUAGESSIGN LANGUAGES are are

used by deaf people interacting with one anotherused by deaf people interacting with one another

4. What Are Sign Languages?4. What Are Sign Languages?

SIGN LANGUAGESSIGN LANGUAGES are are

used by deaf people interacting with one anotherused by deaf people interacting with one another

human languages whose forms consist of sequences of movements and human languages whose forms consist of sequences of movements and configurations of the hands and arms, face, and upper torso.configurations of the hands and arms, face, and upper torso.

perceived through the visual mode.perceived through the visual mode.

visual-gestural languages, while spoken languages are auditory-vocal visual-gestural languages, while spoken languages are auditory-vocal languages.languages.

5. Children Groups within the Deaf Community5. Children Groups within the Deaf Community

[hearing] children of Deaf adults [hearing] children of Deaf adults

(CODA)(CODA)

deaf Children of Deaf parentsdeaf Children of Deaf parents

deaf children of hearing parents.deaf children of hearing parents.

6. Children Groups – Overview6. Children Groups – Overview[[hearing] children of Deaf adults - (CODA)hearing] children of Deaf adults - (CODA) receive 'poorly structured input', in a spoken languagereceive 'poorly structured input', in a spoken language are exposed primarily to a sign language. are exposed primarily to a sign language. have access to normally spoken language through other sources like hearing relatives, have access to normally spoken language through other sources like hearing relatives,

neighbors, peers, etc.neighbors, peers, etc. are thus often raised in a bilingual situation.are thus often raised in a bilingual situation.

deaf Children of Deaf parentsdeaf Children of Deaf parents have full access to the sign language. have full access to the sign language. their sign language acquisition process and the developmental process is similar to that their sign language acquisition process and the developmental process is similar to that

of hearing children of hearing parents.of hearing children of hearing parents. [for ASL Newport and Meier 1985[for ASL Newport and Meier 1985 ]]

deaf children of hearing parentsdeaf children of hearing parents – The most challenged group! – The most challenged group! approximately 90% of all deaf children. approximately 90% of all deaf children. Their socialization processes start at a later age, resulting in isolation. Their socialization processes start at a later age, resulting in isolation. In Georgia they are not exposed to sign language until 5th grade at school (10-12 years of In Georgia they are not exposed to sign language until 5th grade at school (10-12 years of

age), age), neither are they able to perceive spokenneither are they able to perceive spokenlanguage, therefore the most important phases of their languagelanguage, therefore the most important phases of their languagedevelopment are delayed or absent altogether. Also, communication withdevelopment are delayed or absent altogether. Also, communication withparents and family, developing cognitive abilities in infancy,parents and family, developing cognitive abilities in infancy,acquiring world knowledge, communication fully with the surroundingacquiring world knowledge, communication fully with the surroundingworld are missed.world are missed. Majority of hearing parents insist on educating their children in Majority of hearing parents insist on educating their children in mainstream schools. They still think that sign language is not a real language. Parents mainstream schools. They still think that sign language is not a real language. Parents largely rely on Cochlear implants, but in many cases it is a huge problem for implanted largely rely on Cochlear implants, but in many cases it is a huge problem for implanted children around the world - they might grow up without any proper language skills and children around the world - they might grow up without any proper language skills and they might face identity problem in the future.they might face identity problem in the future.

7. Inclusive Education7. Inclusive Education

Even though the issue of integration of deaf children in the Even though the issue of integration of deaf children in the society is regarded to be the most essential one, and regardless society is regarded to be the most essential one, and regardless the humane objectives of inclusive education, we regard it the humane objectives of inclusive education, we regard it impossible to incorporate deaf learners in the process of impossible to incorporate deaf learners in the process of inclusive education, due to the lack of adequately trained inclusive education, due to the lack of adequately trained human resources.human resources.

The two schools for deaf children in Georgia are the only The two schools for deaf children in Georgia are the only providers of general education for deaf children.providers of general education for deaf children.

As for the quality of education at these schools and As for the quality of education at these schools and opportunities for further personal growth, linguistic, cognitive opportunities for further personal growth, linguistic, cognitive and communication development of deaf children, needs and communication development of deaf children, needs improvement and reforms.improvement and reforms.

8. Bilingual Education8. Bilingual Education

A sign language–oral language bilingualism is the only way thatA sign language–oral language bilingualism is the only way thatDeaf children will meet their many needs:Deaf children will meet their many needs:

communicate early on with their parentscommunicate early on with their parents develop their cognitive abilitiesdevelop their cognitive abilities acquire knowledge of the worldacquire knowledge of the world communicate fully with the surrounding worldcommunicate fully with the surrounding world acculturate into the world of the hearing and of the Deaf. acculturate into the world of the hearing and of the Deaf.

In sum, it is crucial that those who take care of Deaf childrenIn sum, it is crucial that those who take care of Deaf children(parents, educators, language pathologists, doctors) allow them to(parents, educators, language pathologists, doctors) allow them toacquire two languages, the sign language of the Deaf community (asacquire two languages, the sign language of the Deaf community (asa first language when the hearing loss is severe) and the orala first language when the hearing loss is severe) and the orallanguage of the hearing majority.language of the hearing majority.

9. Bilingual Education – Successful Foreign 9. Bilingual Education – Successful Foreign Experience and ResearchExperience and Research

Moscow Bilingual Deaf School (1992);Moscow Bilingual Deaf School (1992);

Swedish Bilingual Approach in Deaf Education (since 1980s);Swedish Bilingual Approach in Deaf Education (since 1980s);

Turkish Bilingual Education (projects supported by the World Bank); Turkish Bilingual Education (projects supported by the World Bank); Teacher training courses; Research and development (Teacher training courses; Research and development (Ulrike ZeshanUlrike Zeshan););

Development Strategy of Estonian Language (2004) guarantees sign Development Strategy of Estonian Language (2004) guarantees sign language users and other people with special needs favorable conditions language users and other people with special needs favorable conditions for study, communication and work.for study, communication and work.

23rd Scandinavian Conference of Linguistics, Uppsala, Sweden.23rd Scandinavian Conference of Linguistics, Uppsala, Sweden. Workshop "Language Change in Bilingual Communities”. Central issue: Workshop "Language Change in Bilingual Communities”. Central issue: Bilingualism and sociolinguistic situation of Deaf communities of the Bilingualism and sociolinguistic situation of Deaf communities of the former Soviet countries. former Soviet countries. http://www.let.uu.nl/~Nino.Amiridze/personal/organization/PSB08.htmlhttp://www.let.uu.nl/~Nino.Amiridze/personal/organization/PSB08.html

For the purpose of properly defining and meeting For the purpose of properly defining and meeting

the Accreditation Standard I – Mission, we would the Accreditation Standard I – Mission, we would

like to set out the following recommendations for like to set out the following recommendations for

the two Georgian public schools for Deaf and the two Georgian public schools for Deaf and

HoH childrenHoH children::

RecommendationsRecommendations The Mission and the role of the schools in the sphere of General Education of The Mission and the role of the schools in the sphere of General Education of

Deaf Children should be perceived;Deaf Children should be perceived; Strengths and needs of the schools should be studied in detail;Strengths and needs of the schools should be studied in detail; The successful practice of bilingual education of the deaf children worldwide The successful practice of bilingual education of the deaf children worldwide

should be analyzed and taken into consideration; should be analyzed and taken into consideration; The student-oriented approach based on bilingual approach should be The student-oriented approach based on bilingual approach should be

introduced for the purpose of further success in the learning process and for the introduced for the purpose of further success in the learning process and for the sake of personal growth of children;sake of personal growth of children;

Ways towards the development of human resources available should be Ways towards the development of human resources available should be defined;defined;

Schools’ development strategy should be elaborated, based on the scientific Schools’ development strategy should be elaborated, based on the scientific research and global experience in the field, in order to provide deaf children research and global experience in the field, in order to provide deaf children with the supportive environment for their development and integration in the with the supportive environment for their development and integration in the society.society.

Each deaf and HoH child has to be treated as an individual and the school ethos Each deaf and HoH child has to be treated as an individual and the school ethos and Deaf Studies curriculum has to supports the children to develop a positive and Deaf Studies curriculum has to supports the children to develop a positive sense of their Deaf identity, high levels of self-esteem and confidence. sense of their Deaf identity, high levels of self-esteem and confidence.

Most importantly, monolingual approach and the focus on exclusively oral Most importantly, monolingual approach and the focus on exclusively oral methods should not be imperative. methods should not be imperative.

THANK YOUTHANK YOU

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