The sudden closure of Margate Deaf School just before Christmas came as a big shock to not only the school’s community of pupils, parents and staff, but also to the wider Deaf community.
Margate was the UK’s oldest Deaf school, with the biggest history. And this closure wasn’t a one-off, but part of a growing trend.
As this Guardian story about the closure states, “the number of schools for the deaf has fallen from 75 in 1982 to 21 [today].”
Parents at the school have started a petition, but unless things change suddenly, the school’s 150 pupils are faced with finding alternative education.
Some may find similar provision in existing Deaf schools, but others may be placed in mainstream settings that had already been deemed unsuitable for them.
Deaf schools offer a specialised education, through trained Teachers of the Deaf, where one of the biggest benefits is that Deaf children are taught alongside Deaf peers who they can more easily socialise and communicate with.
I was taught in a mainstream environment – which for me, had its positives and negatives – but in 2007, I saw a friend’s home videos from when she attended a Deaf school which made me wonder whether a Deaf school would have given me a sense of belonging that I never felt in mainstream.
That led me to write this BBC Ouch article in 2010 about the meaning of Deaf schools. Here’s an extract:
As well as being places of education, deaf schools are where friendships are formed, where couples fall in love, where people take a journey from childhood to being an adult. Much like any other school, you might say. Except that deaf schools have an importance within the deaf community that goes beyond that.
Along with deaf centres and sports clubs, the schools are one of the key places that deaf people meet other deaf people, giving them the chance to later go on and become part of the deaf community.
For many, the schools represent a place where they first felt ‘normal’ among peers who faced the same problems they faced, and crucially, communicated the way they did. Many struggled in mainstream schools, yet when they were educated among other deaf children, felt as though they could express themselves for the first time.
It’s important to say that there’s no such thing as one-size-fits-all when it comes to Deaf education.
All D/deaf children are different, and will have different educational, social and communication needs. For some children, with the right support, mainstream can work well, for others, Deaf schools are the best option.
An immediate issue as Deaf schools close is obvious: there being less options for the education of D/deaf pupils as a result.
With less deaf schools, placing D/deaf children in mainstream settings becomes more of a default choice. But we know that mainstream settings, and the support D/deaf children get there, varies hugely.
I know from personal experience that when D/deaf children are left out at school, there can be a huge sense of isolation, of educational opportunities passing them by, of their social development and confidence also being damaged.
I don’t think it’s an exaggeration to say that in the wrong setting, Deaf children find it impossible to truly be themselves. For example, in the Guardian’s story, a girl called Madeleine Molloy says:
“Before, I was in a normal mainstream school. For me it wasn’t good. Sometimes they work, sometimes they don’t. Before, I was a deeply unsociable person. I did not have friends. I was not outgoing. I kept myself to myself quite a lot.
“The way they were teaching me – I didn’t hear them. I didn’t understand them. Nobody was explaining or checking on me. Group conversations never worked for me because of the amount of noise.
“I felt like I was the dumbest person alive. I wasn’t going to pass my exams.”
Her parents realised she wasn’t thriving and an audiologist suggested it might be worth looking at a special school for the deaf. “I came here for a week and I absolutely fell in love with the school. I felt like I had finally found a place I could just be me. I didn’t have to crawl into my room and sit there and be quiet.”
As well as the personal consequences of the lack of educational options, there is a wider issue too, and that relates to the future of the Deaf community. The big ‘D’ in Deaf, incidentally, stands for a sense of pride in Deaf identity, use of BSL, and the belief in being part of a Deaf culture, rather than seeing deafness as a medical issue.
As Deaf schools close, less Deaf children get the chance to be educated together. If Deaf children don’t get the chance to mix with other Deaf pupils, it’s less likely that they’ll start to build a sense of positive Deaf identity, rather than seeing their deafness purely as a barrier, and a problem.
It’s often through friendships forged as pupils at Deaf schools that Deaf people found their first sense of a shared bond and of what a Deaf community might be – something that they can continue to be part of, and develop, later in life.
Of course it’s not just Deaf schools that are the building blocks of the Deaf community, it’s also Deaf clubs. Both have seen many closures and it makes you wonder what the effects will be 10, 20 or 30 years from now.
With the closure of schools like Margate, how many people who might have discovered the Deaf community could miss out on that chance?
By Charlie Swinbourne. Charlie is the editor of Limping Chicken, as well as being an award-winning filmmaker. He directed the comedies The Kiss and Four Deaf Yorkshiremen go to Blackpool, and his documentary Found, about people discovering the Deaf world, came out last year. As journalist, he has written for the Guardian and BBC Online,
The Limping Chicken is the UK’s deaf blogs and news website, and is the world’s most popular deaf blog.
Find out how to write for us by clicking here, or sign a blog for us by clicking here! Or just email thelimpingchicken@gmail.com.
Make sure you never miss a post by finding out how to follow us, and don’t forget to check out what our supporters provide:
- Phonak: innovative technology and products in hearing acoustics
- Ai-Live: Live captions and transcripts
- Bellman: hearing loss solutions
- Deaf Umbrella: sign language interpreting and communications support
- Clarion: BSL/English interpreting and employment services
- Appa: Communication services for Deaf, Deafblind and hard of hearing people
- SignVideo: Instant BSL video interpreting online
- 121 Captions: captioning and speech-to-text services
- Doncaster School for the Deaf: education for Deaf children
- Signworld: online BSL learning and teaching materials
- Sign Solutions:, language and learning
- Sign Lingual: BSL interpreting and communication services
- Action Deafness Communications: sign language and Red Dot online video interpreting
- SDHH: Project Development and Consultancy
- Mykasoft: Deaf-run Web Design Studio
- BSLcourses.co.uk: Provider of online BSL courses
- British Society for Mental Health and Deafness: Promoting positive mental health for deaf people
- deafPLUS: Money advice line in BSL
- Hamilton Lodge School in Brighton: education for Deaf children
- Lipspeaker UK: specialist lipspeaking support
- RAD: financial advice for Deaf people
- Krazy Kat: visual theatre with BSL
- Exeter Deaf Academy: education for Deaf children
- SignHealth: healthcare charity for Deaf people
- CJ Interpreting: communication support in BSL
Enjoying our eggs? Support The Limping Chicken:
The Limping Chicken is the world's most popular Deaf blog, and is edited by Deaf journalist, screenwriter and director Charlie Swinbourne.
Our posts represent the opinions of blog authors, they do not represent the site's views or those of the site's editor. Posting a blog does not imply agreement with a blog's content. Read our disclaimer here and read our privacy policy here.
Find out how to write for us by clicking here, and how to follow us by clicking here.
The site exists thanks to our supporters. Check them out below:
- BSL Zone: TV programmes in BSL for the Deaf community
- Deaf Umbrella: what support is available for deaf students?
- Bellman & Symfon: home alerting solutions, including the mobile phone transceiver!
- SignVideo: Instant BSL video interpreting online
- SignHealth: check out the BSL health library
- 999 BSL: call 999 in an emergency, in BSL
- Appa: Looking for RSLIs, TSLIs and CSWs, apply here!
- Signly: Adding BSL to websites
- Signworld: Learn BSL online!
- DCAL: world-class research into deafness, cognition and language
- Action Deafness: “A Deaf-Led Charity” – interpreting & community support services
- Sign Solutions: Instant access to Interpreters, training and BSL translation nationwide
- InterpretersLive: On demand BSL video interpretation
- Lipspeaker UK: specialist lipspeaking support
- BID: Deaf services, including advice and support, interpreting, employment and letters
- Performance Interpreting: BSL interpreting at concerts
- National Deaf Children's Society: The leading charity for deaf children
Kerena Marchant
January 7, 2016
I’ve noticed that other special schools that have faced closure e.g Scope Schools have been taken over/sold to private companies. I wonder if this solution was explored with Margate? Or would this have involved widening the bread of the school so it ceased to be a Deaf specialist provision? I endorse this article having gone to mainstream and my own sons failed efforts in a mainstream unit.
Aled Owen
January 7, 2016
Isn’t there a contradiction here? I am profoundly deaf and I recognise some of the reasons why pupils have been moved from mainstream to special schools for the deaf; in particular the inability to communicate in noisy circumstances. But surely this is just a temporary fix unless the child is to remain in a ‘deaf world’.
Rightly or wrongly we are moving away from ‘Special Schools’ in our education system and the deaf child will have to learn to live in the real world. What is even more important is that the hearing world needs to understand and accommodate the needs of the deaf and that is not going to happen any time soon if we remove the deaf to an isolated special school. It is a short term fix isn’t it? I believe we should integrate our deaf communities into mainstream and make mainstream understand what our needs are.
Editor
January 7, 2016
The problem I have with this view is it doesn’t really work in reality.
My personal view is that often, mainstream teachers don’t really have a clue of the needs of deaf children.
They’re not trained Teachers of the Deaf, and they also often have a whole class of hearing children they are trying to get to achieve good test results.
What can happen is the deaf child can become an afterthought, with lessons running at a pace that suits the rest of the class and not them.
What your view is saying is ‘well, one day they’re going to have to go into the wider world, so why not as a child?’
My issue is that if mainstream doesn’t work, a big price is paid by that child.
Spending years as a child being left out, unable to access lessons, not mixing socially with peers – those things are all hugely damaging and affect children for the rest of their lives.
For some children, mainstream works well but for those who it doesn’t work well for, specialist Deaf schools are absolutely vital. Without that, some Deaf children will be left to fail.
Aled Owen
January 7, 2016
Yes I have to agree but there is a bigger problem that society needs to address – how to get mainstream to understand the barriers or hurdles that the deaf have to cope with on a daily basis. We are not any where near tackling that one.
What’s more how many children in mainstream don’t realize that they are deaf? Schools should be forced to make their environment barrier free for the deaf. That would be a step forward.
Andy
January 7, 2016
Can you tell us name of 21 Deaf school still open today?
Editor
January 7, 2016
I can name a few of them off the top of my head – Hamilton Lodge (Brighton), Exeter, Doncaster (all three are supporters of this site). Oak Lodge, Heathlands, Frank Barnes (all in London), Elmsfield in Bristol, Boston Spa in Yorkshire, Derby school, Donaldsons in Scotland. That’s ten. Anyone want to chip in with a few more?
ohdear
January 7, 2016
Mary Hare!!!! How can you miss that one out?
Editor
January 7, 2016
I knew I’d forgotten something very obvious!
Reg Cobb
January 7, 2016
Very true and a great article, as are all other articles.
My biggest passion is to create opportunities for the deaf and deaf-friendly community, including CODAs and BSL students. All too often, I see more and more deaf people living in isolation with no sense of belonging and that makes me sad. For young deaf people, it would lead to depression and all other health related issues. It also knock their confidence and, together with poor qualification, lead to poor career progression and poor life-style.
At GDA, we’re working hard, with limited resources, to create those opportunities.
Reg 🙂
ohdear
January 7, 2016
Why do people call schools for the deaf ‘special’? It’s rather demeaning in this day and age.
How can a school with 150 pupils close down? It doesn’t make sense.
ohdear
January 7, 2016
A Owen… “the deaf child will have to learn to live in the real world.”
What is the ‘real world’? Do we close down religion schools just as Islam, Christian, Catholic, etc? Deaf people getting the right education, so they can grow up and participate in the ‘real world’ is important. Deaf community is real and not a fantasy. Just because we don’t socialise with hearing people doesn’t make us less real. Your concept of ‘real world’ is flawed.
“hearing world needs to understand and accommodate the needs of the deaf and that is not going to happen any time soon if we remove the deaf to an isolated special school.”
In the meantime, while deaf people wait for hearing people to learn to sign, we must suffer in silence with crap education.
Tim
January 7, 2016
One thing that you have to watch out for in debates about this issue is people putting the cart in front of the horse.
They will say things like ‘shouldn’t Deaf people be part of wider society, part of the mainstream?’
Sure, but first you must make sure that Deaf people are fully included, that the mainstream is fully and genuinely accessible – and not before.
Editor
January 7, 2016
Absolutely agree, thanks Tim.
ohdear
January 7, 2016
“that the mainstream is fully and genuinely accessible – and not before.”
How? Are you going to force hearing people to sign and socialise with deaf people at mainstream schools? People chooses their own friends according to whatever floats their boat. That’s reality. Mainstream school will never be fully accessible for deaf people, It’s ok for hard of hearing people or those with mild hearing loss.
Neil
January 7, 2016
Absolutely, mainstream education is accessible to a degree. That isn’t good enough. We shouldn’t have to go for second best just because it suits the wider society.
Tim
January 7, 2016
That’s sort of the point that I was making – unless they can actually get mainstreaming perfectly right, they should leave Deaf schools alone.
(Thanks, Ed and Neil.)
denissmith2
January 7, 2016
That is an interesting point you make ohdear. How is deaf defined? You use deaf along with hard of hearing and mild hearing loss in one sentence. How do you define deaf and at what stage does a pupil need to attend a deaf school in your opinion?
johnny fantastica
January 7, 2016
if every deaf person gave £1 week it may help keep it open?
Neil
January 7, 2016
Tim’s comment is absolutely spot on. However, having gone through mainstream education myself, if you are deaf even with good speech – you are always at a disadvantage. I had to grow a very thick skin and skirted with the risk of developing depression due to the inward isolation I experienced. If I was the parent of a deaf child, I would fight tooth and nail to prevent my child having to experience what I lived through. A poor education at a deaf school is bad enough but one at a mainstream school is horrific. I happened to benefit from a few exemplary teachers to whom I will always remain thankful. However I was just lucky. There are far too many variables in mainstream education and this isn’t being addressed properly as far as I am aware.
Josh
January 7, 2016
Why don’t you write an opinion piece about this in The Guardian? It’d be very interesting to find out the general publics attitude on this in the comments section. The wider deaf community needs to be galvanised into action against further closures.
Josh
January 7, 2016
The deaf community needs to have another “Limping Chicken” moment before there’s nothing left. We are under threat and we need to raise awareness before its too late.
John Boyd
January 7, 2016
I think it is also worth mentioning that the Comments Maddie Mulloy was making attending the Special School and about falling in love with the place, she is in fact talking about Mary Hare School.
Hartmut
January 7, 2016
The problem lies also in the obsession of having hearing and using the remnants of it above everything that stand for being Deaf, like sign language, communal values, genuine relationships with other human beings that are deeper and socially more meaningful than even with their hearing family members.
This is what defines AUDISM that derives from such overvaluing the hearing ability..
Roger Beeson
January 8, 2016
The reality is that the few residential special schools that remain are mostly for complex deaf children with additional physical and/or intellectual disabilities, who would never be able to cope in a mainstream setting. There are, of course, a handful of notable exceptions. For example, Mary Hare and Heathlands. But in most parts of the country there is no alternative for deaf children who will grow to become readers of Limping Chicken. They will have to go to the nearest mainstream school with provision for deaf children. Sometimes this is excellent and often not.
Margate and other schools that have closed in recent years have been hit by the multiple whammy of: increased costs, increased regulation, squeezed local authority budgets, changed educational philosophy enshrined in legislation, improved technology (including cochlear implants), better teaching techniques, etc. Going forward, there is not going to be a choice of special school or mainstream for the vast majority of deaf children.
What is missing is any kind of planning in educational provision on a national or regional level. When Margate closed, it robbed a whole region of a resource. If Oak Lodge School in the Borough of Wandsworth closed (and there is no suggestion that this is being considered) it would impact the whole of London. So decisions made by one body have much wider implications for a host of others.
There is also the loss of a core of expertise in the staff team when a school closes. We get left with local education authorities and mainstream schools with maybe one or two staff who know much about anything deaf, if you’re lucky. The body of expertise possessed by decision-makers can be so small that they don’t know that they don’t know.
What is needed are regional strategies for providing expertise and a range of provision which ensures that every deaf child can be taught as locally as possible and get the best education possible to meet their needs and potential.
The points which have been made by others about the importance of deaf children mixing with other deaf children is a tricky one. Parents have to be convinced and motivated enough to demand opportunities for mixing, and be motivated to take/encourage their deaf children to mix. I will leave it to organisations like NDCS to say how easy that is .
Finally, I hope people will use the recently-announced DWP consultation on the provision of communication support for deaf people to say what communication support deaf children need in education. Are we content that non-graduates with Level 1 or 2 BSL qualifications act as “interpreters” for signing children in mainstream classes?
Roger Beeson
BSL interpreter and former Teacher of the Deaf
Linda Richards
January 9, 2016
Perhaps one move we should be making to illustrate the ‘difference’ and ‘impact’ is to stop talking about ‘mainstream’ education or ‘mainstream’ schools. They’re HEARING schools. Using terms like ‘mainstream’ and (the insidious term of) ‘special’ schools do not impart a sense of the unequal and oppressive playing field we have to endure. The truer picture that Deaf children have to fit into a ‘hearing’ school tells you everything about the imbalance and the sense of ‘afterthought’ (referred to by others here) about our Deaf children’s education. Let’s use the terms which truly impart what they mean or represent for us.
Hartmut
January 12, 2016
Linda Richards,
correct, the term “mainstream school” is incorrect and not true. It is completely one-sided. Much correct is how deaf people sign for this educational setting that translates to “an individual is being oppressed by the multitude of hearing pupils”. Plainly speaking, the setting is oppressive.for the deaf and hard-of-hearing individual.
Linda Richards
January 9, 2016
Just come across a Facebook post asking what the NDCS are doing, what their position is and what their response is to the closure of Margate School. I’m aware of the BDA’s response regarding Margate School but the whole issue of support for Deaf schools, has over the years been, and still is, very hit and miss. Where was the support against the closure of St Vincent’s School in Glasgow and then the more recent closure of Penn School? Deaf organisations should have a consistent policy across all Deaf schools and shouldn’t be supporting one and not others.
Kerena Marchant
January 12, 2016
A Deaf Child in today’s Educstion system wherever they are is like a gold fish in a bowl trying to do a sprint against the proverbial hare and tortoise. The system is loaded against them.
My son went to a small nursery and primary school in our village with hearing children. He was supported by a BSL fluent TA and TOD that I assisted the school to find and appoint. Then the school closed down and he went to a resource base in a junior school. The TODs were “integrated” into the school meaning that they taught normal lessons not Desf children. My son was star enter to have 5 hours a week TOD for literacy but this was the SENCO not the TOD and he was in a low ability English group with phonological strategies for dyslexia. Useless! Placement fell through and he went to the nearest school for the Deaf. He was too bright so at primary age he went into secondary and got bullied. The Mary Hare, whilst accepting low ability oral Deaf, wouldn’t accept a high average non verbal BSL child. At secondary we transferred him to another Deaf school that at that time was doing GCSE. However a lot of the Deaf teachers left as the profile of the school changed and children with sever additional needs joined his class and his peers left for mainstream or the Mary Hare.
He had a breakdown and was out of school for 2 years while we fought for an appropriate placement. Now he travels 90 mins each way to another school for the Deaf that does GCSE. He has the ability to go to college and do A levels with a view to going to University. Everybody agrees he has the potential. The current barrier is exam arrangements – the scribe can only scribe Sign order. A lap top means a reduction in marks. The colleges want 5 GCSE A-C including English and Maths. He will also have to endure the social isolation of being the only Deaf BSL user in a mainstream college. The Mary Hare still won’t consider him for 6th form as not oral. A gold fish in a bowl versus the hare and tortoise,
Roger Beeson
January 12, 2016
This tale exemplifies the injustice of random provision – caused by economic, personnel, philosophical and other factors. This is why I called for national and regional strategies which can ensure viable provision for a range of deaf needs.
While people fuss about terminology, or call for a revival of a bygone paradise (which it wasn’t) we will not make progress in meeting the educational, social and emotional needs of deaf children.
Who will lead the campaign for changes needed by deaf children? Silence ……
denissmith2
January 12, 2016
Is there a Forum where those interested could put together a specification for a Secondary School that makes provision for the best education experience for deaf children? Having followed this thread it sounds like a tall order but I think it may be worth the effort. Saying that something is useless is easy but not productive. Putting together a blue print of the ideal is challenging but far more useful.
Kerena Marchant
January 13, 2016
The reason for the random provision is complex. About a decade ago a decision was made to delegate local authority control and funding to schools. Schools got control of budgets and took responsibility for managing SEN budgets and provision. So, for example, a school that was funded for an HI resource base might be funded for the room and say 2 TODS and TAs. In the last this provision would have been ring fenced for the HI students with Statements placed in the resource base. With delegated funds the school managed this as they see fit so TODs could become generic SEN teachers or even subject text hers, maybe just checking hearing aids or doing some group SEN sessions. Specific Statements are the only protection for a child in these sad circumstances eg “5 hours a week direct teaching for literacy from a TOD with Signature L3 or above”.
The other problems that the cost of special schools for Deaf children has meant that parental preference for this type of provision is not achievable especially under hit role code of price when “adequate” provision was the threshold. This saw a decline in Deaf children going to schools like Mary Hare etc. the schools had to develop new strategies and business plans to survive. This often meant changing the range of Deaf children they catered for and realising that low ability/ deaf children with sever additional needs were more likely to get special provision. Thus the Mary Hare and other Deaf schools saw a much wider intake of students and the more able went to mainstream. The fees of the Mary Hare are quite high compared to mainstream and even weighed against other Deaf special schools. The result declining standards in specialist schools and average ability Deaf children in mainstream or not academically challenged in specialist provision. The knock on effect has been that children who would have gone to Margate can now to other Deaf schools and intake dropped. The viability of Deaf schools remains on red alert.
There is now a small glimmer of hope as the new EHCP legalisation rather than seek “adequate” provision seeks “the best possible outcomes”. I’m currently waiting for Upper Tribunal Decisons on defining “best possible outcomes”. I’m sure this didn’t mean rolls Royce provision but neither does it mean an adequate motor vehicle. However it is easier to discount mainstream provision in the light of this.
BB93, the Governemnt guidance on classroom acoustics has been re-written last year and we are still awaiting the section on special schools. Whilst the acoustic specifications in it are not as stringent as the former BB93 – for example the reverberation thresholds have interestingly gone. (They may be in the section on acoustics for special schools which we are waiting for). However Deaf children are more affected by reverberation than background noise and challenges quoting acoustics could succeed. I am planning to write a paper on the new BB93 later this year. Definitely the go,d and silver acoustic standards of the NDCS are not covered by BB93 of 2015 ( but might be in the section no special schools. However few parents go down the acoustic route to secure special schools.
I find all this sad. As a child I was pushed into mainstream as I failed the Mary Hare exam. I had hoped that my son born in 2000 would have a much more Deaf education – he has not, I also dream that my grandchildren when they are born will b ebony in a country with no special schools for the Deaf. I wish I could say “I have a dream…..
Hartmut
January 17, 2016
The problem lies principally in the powerlessness of the Deaf perspective on the education of the deaf and hard-of-hearing children. The Deaf perspective could not ever penetrate into the homogenistic, monolingual and monocultural perspective of the Hearing society.
We have to propagate the view that, for a deaf person, the mankind is made up of TWO-WORLDs, which must translate into a commensurate policy on the education of the Deaf. Otherwise it is a cruel denial and oppression of the Deaf segment of the society. The degree of hearing ability must not matter at all in the educational provision. The obstinate belief that the proper human world is or ought to be of just one kind and the deaf one is deviant must cease.
A presence of the Deaf perspective in decision-making bodies has always been lacking. It must be fought.
denissmith2
January 18, 2016
Private Eye attributes the Margate closure to poor management of the Charity as a whole. They just ran out of money and became insolvent.
A.M.Demaret
February 8, 2016
Iam late to reply, but as a teacher of the deaf-I MUST reply! I think the closures of all these deaf schools is an absolute disgrace. I agree with everything Charlie says. I worked in Norfolk House College and saw how the children benefited and blossomed together, and made life long friendships, and had an extended family . with their school friends
Now, teachers of the deaf are like a travelling sales “rep”. They spend all day driving through-out a county, to visit mainstream schools and spend on average 20 minutes maximum with each child,a week -if that Then it’s off to another school. Many of the children are the only ones in the school and are isolated and alone. it is shameful. Of course, for some children it works fine, BUT for those from deaf families, or with a profound pre-lingual hearing loss who do not want to have cochlear implants, they are given a teaching assistant . Appalling.Also, what about the deaf rights of an individual? surely it is their right to chose where they want to be educated and if they want BSL support. and to keep their deaf culture which is their right?Many teachers of the deaf do not even sign now. What a disgrace, and what arrogance.
The government closed deaf schools because it is so much cheaper to keep deaf youngsters in county in a mainstream school then to pay for a residential school. It’s not down to personal preference for the child or his needs but that the government don’t want to spend the money and pretend that this is better.Teachers of the deaf accept this-why? because they know if they don’t they will loss thier job and their income. Not one of them has the balls to stand up and fight for their deaf pupils-why? because they want their salary -and not what is best for their deaf children.
Jamie cahoon
November 17, 2016
I love school remember and I will pay for school why want back cheer because not close please very upset let know for check I am deaf and BSL Sign I will help and understand I love in my school margate doing love for deaf us back of ever life good learn get job it