- England’s deaf children are falling a whole grade behind their hearing classmates at GCSE, even though deafness is not a learning disability.
- Less than half of deaf children achieve a grade 4 or above in both Maths and English, compared to almost three quarters of other children.
- New analysis shows it will take 21 years for deaf children to catch up, resulting in an entire generation of deaf children underachieving.
- The National Deaf Children’s Society says the current situation is “utterly unacceptable” and it is calling on the Government to provide the funding that deaf education desperately needs.
A ‘lost generation’ of deaf children are falling a whole grade behind their hearing classmates and most leave school with less than a grade 4/C in English and Maths, new Government data shows.
The results also reveal that despite the best efforts of deaf children to catch up with their peers, the gap between them will now take 21 years to close.
The new analysis comes from the National Deaf Children’s Society, which examined the Department for Education’s 2018 attainment figures.
It found that the average GCSE grade for a child without special educational needs or a disability per subject is 5, a strong C under the old system. For deaf children, this falls to 3.9, historically a grade D.
Less than half (48%) of deaf children now achieve a grade 4 or above in both Maths and English, compared to almost three quarters (71%) of other children.
Deaf children are also arriving at secondary school having already fallen behind. Less than half (43%) achieve the expected standard at reading, writing and maths at Key Stage 2 compared to 74% of other children.
There are similar concerns at Key Stage 1, with just over half (53%) of deaf children reaching the required standard, compared to 84% of their peers.
The National Deaf Children’s Society says that while there has been a slight improvement in deaf children’s grades since last year, it will take more than two decades to close the gap, resulting in a lost generation of deaf children.
The charity says that the situation is “utterly unacceptable” four years on from the biggest reforms to special needs education in decades. As a result, it is calling on the Government to provide additional funding so that every deaf child gets the support they need at school.
Susan Daniels OBE, Chief Executive of the National Deaf Children’s Society, said:
“These figures show the true depth of the crisis engulfing deaf education in this country. How much evidence does the Department for Education need before it acts?
“Deafness is not a learning disability, but deaf children are still falling a whole grade behind their classmates. Meanwhile, the Government is starving local councils of funding, meaning their support is cut back and their specialist teachers are being laid off.
“The Government needs to address the gap in results urgently and begin to adequately fund the support deaf children need. It promised every child in this country a world class education, but until deaf and hearing children progress and achieve at the same level, it is failing to deliver and that is utterly unacceptable.”
Dan
February 13, 2019
To be honest, I’m not surprised. I’m constantly amazed at the lack of attention paid by some teachers; I don’t know how any times my son has told me his teacher has forgot to turn their transmitter on or off, or he gets reprimanded for “not listening”. This is completely unacceptable – we’re not asking them to sign, all he/she needs to do is flick a switch. One teacher in particular has a general attitude and approach that are in line with this, and she definitely sees teaching my son as a burden. Thankfully she’s approaching the end of her small minded career and won’t be able to affect many more children – thankfully we have the time to compensate for her, but others may not.
Rod Jones
February 13, 2019
There are not enough qualified teachers in Deaf schools. First issue is to attract the right staff.
Tim
February 13, 2019
It’s terrible, but there’s not much we can do as long as people keep voting Conservative.
NDCS is a good charity, you can see the strong passion and sincerity in their efforts on behalf of deaf children.
iandep
February 13, 2019
I disagree. When we had a Labour Government from 1997 to 2010, Deaf education got worse and many Deaf schools were closed during this period. The original idea of mainstreaming was introduced by the 1974-79 Labour Government. The reality is that Deaf education had slid into a mess, no matter which party was in Government. Keep party politics out of it and put Deaf children first.
Tim
February 14, 2019
The policies and attitude of the political party governing the UK have a direct effect on deaf children’s education.
The party of austerity and recent education reforms must take responsibility for these failures.
The fact New Labour had its own issues doesn’t take away from this uncontrovesial argument.
Alison Jones
February 13, 2019
I dont think it is just Conservative …it is regardless of who is in power
Penelope Beschizza
February 13, 2019
We want:
– A Minister for Deaf People ( all ages, especially deaf learners )
– Active participation of charities, professional bodies and advocates of quality Deaf Education; not controlled by powers- to-be who blantantly disrespected the Equality Act’s Impact Assessment process, which could have prevented this morass now.
– An enforcer of ringfenced EHCP & SEN funding intended for deaf youngsters, and deaf learners up to 25 years of age.
– Ministerial backing for the training & positive inclusion of deaf people working alongside ToDs etc. in all aspects of teaching & supporting deaf learners.
– A National collaborative body including NDCS, BATOD, ADEPT etc., even Deaf ToDs, Deaf Instructors as well…
If people fully recognise Black / Gay needs, we need strong allies to flag up Deaf needs equally.
Deaf children’s futures fully deserve to be safeguarded, as integral citizens of the UK & the world.
iandep
February 13, 2019
This is because mainstream education does not work for many Deaf children, especially at the secondary level. Lots of Deaf schools were closed down because local authorities, for ideological reasons, were not willing to fund places for Deaf children to go there. For these misguided local authorities, mainstream education is the way to go, not special schools for Deaf children. Parents have been duped. This ideology has been a huge failure, as shown by the current crisis in Deaf education in the U.K. Years ago many Deaf students attended Deaf schools and excelled on par with hearing children. These views are based on my own experience having attended Deaf schools all my life, and as a parent of Deaf children / stepchildren.
Mike Fahey
February 14, 2019
The theory of moving deaf children into mainstream supported unit is sound, after all, this way they are intregated into mainstream life and this is where they need to be for their future. However the key has always been support… and strong support at that… once that support starts to fail, the theory fails too. Countrywide austerity by the present Conservative Government and national and local Government spending cuts have been targeting care and community, which includes the support for PDUs in schools… of course this is affecting deaf children’s education…how can it not.
mary hare school
February 15, 2019
Peter Gale, Principal and CEO of Mary Hare shares his views on this.
‘The data from the CRIDE report is deeply worrying. Deafness is a low incidence disability which all too often ends up being an insurmountable barrier to a good education and good mental health. For deaf children to excel, all the key ingredients – good acoustics, learning in small groups and specialist staff, need to be in place. There needs to be a range of provision, but whatever that provision is, it needs to take away the barriers to learning and fulfilment. The closure of units means that deaf children will be even more isolated and I believe that a deaf peer group can be vital if we are to secure a positive self image. I believe that specialist schools have a place in this and that LAs should use schools like mine as part of their spectrum of provision. I see too many pupils seeking to join Mary Hare in Years 8 , 9 and 10 telling me that they were isolated, unhappy and critically that they could not hear well enough in their previous provision. The ideal of inclusion – every child in their local school – should not trump the voice of young people and their families. To end on a note of hope – deafness need not be a barrier to learning and to good grades and bright futures.’
Jenny
February 18, 2019
This sadly doesn’t surprise me at all. As the author of the piece on this site about how my partial deafness was missed until my early 20’s, I believe I suffered with grades in places, especially with speaking and listening. I was marked down on part of my English Language GCSE, still thankfully achieved an A though. I achieved a D grade in my AS level German Listening, Reading, Writing as I couldn’t hear the entire listening section, and only achieved a C in the retake.
Deafness does not equate to an inability to achieve, and deaf pupils deserve the best education possible, with accommodating, inclusive teaching in schools. Teachers need to ensure that they use the written word as well as spoken when teaching – from my experience, there are accommodations for those who struggle to read, yet few for those who struggle to hear!