Abstract:

Teaching of financial literacy at Primary Schools does not concern only majority of pupils but also pupils with special educational needs. A specific group is presented by pupils with hearing impairment, who have besides information deficit and lack of vocabulary also lower school performance (in several subjects).

The aim of this pilot survey was to compare level of financial literacy of pupils with hearing impairment and their intact peers. Research sample consisted of 36 pupils with hearing impairment from 5th up to 9th class of Primary School; control group was made of 18 pupils from 6th class of a mainstream school. Didactical tests were used for research methods, based on Czech national curriculum and modified tasks of PISA and TIMMS researches. We were interested not only in the whole assessment of 6th class pupils, but also in an analysis of individual tasks and difficulty of task determination according to the age of pupils with hearing impairment.

Comparison of results of 6th class pupils revealed significantly better results of intact peers, who achieved more than 50% of success, whereas more than a half of pupils with hearing impairment achieved less than 50% of success. Interesting findings are provided by further analysis of individual tasks with respect to age of pupils with hearing impairment, because better performance is not always connected with age and higher pupil´s grade. At the same time, there are tasks which showed surprising success of pupils with hearing impairment who were better than their intact peers.

Keywords:

Financial literacy, mathematical literacy, reading literacy, pupils with hearing impairment, intact peers.