Monitoring the achievement of deaf pupils in Sweden and Scotland: Approaches and outcomes

Ola Hendar, Rachel O'Neill

Research output: Contribution to journalArticlepeer-review


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. 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 had 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.
Original languageEnglish
Article numberYDEI1142045
Pages (from-to)47-56
Number of pages9
JournalDeafness and Education International
Issue number1
Early online date2 Feb 2016
Publication statusPublished - 2 Feb 2016


  • deaf
  • educational achievement
  • hard of hearing
  • international comparison
  • large-scale methodology

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