Hamza Shaikh: My concerns about the education of Deaf students

My name is Hamza, I am from Birmingham and I am the only Deaf person in my hearing family.

I have been studying BSL Level 3 here in the West Midlands. I am really fascinated with British Deaf history and love learning and studying the language, culture and history.

I have always been passionate about these topics and I enjoy connecting with people and sharing my experiences with them. I really enjoy engaging with and learning from others.

In 2020, I was invited by the BSLT BSL Zone’s programme to join their Getting Personal Series to talk about mental health awareness. I was asked to discuss how mental health issues impacted my independence. At the same time I was able to talk about and raise awareness of my health condition called Branchio ocule facial syndrome.

While I was at home, I was advised to study Deaf History at City Lit as a student by my wonderful and magnificent friend, Emma Iliffe. By doing so I learnt so much about British Deaf History and how it is relevant to education nowadays. I found this really thought-provoking.

Despite my positive attitude and goals, my time at school, college and university has been difficult. I am determined to share my experiences so they can be a tool for Deaf and Hard of Hearing (HOH) children in terms of improving education and I hope other students can look to me as a positive role model.

I am thankful that British Sign Language was officially recognised in March 2003, however, as we are aware there is still a lot of work to do to make that a legal status. It has been over 18 years now so it seems changing it to a legal status is sadly easier said than done.

I feel strongly that Deaf and HOH children should be able to express themselves loudly in confidence, be there for their peers and follow their heart to achieve their dreams!

However, from what I have seen from resources online, Deaf and HOH children are at incredible risk due to legislation changes, technology advancements and social attitudes towards Deaf children in mainstream settings.

I have seen national Deaf organisations working hard to protect and save the futures of deaf children. I have so much respect for these organisations and they are valuable for children in order to receive support – which, actually they are automatically entitled to.

I wanted to work in delivering education to Deaf pupils so after attending the career centre at University, I was surprised and pleased when a special needs school accepted me for a work placement. The school was in my home area and I was also an ex-student as I attended there many years ago. I thoroughly enjoyed the first six months and was able to support the children with deafness and special educational needs.

After the six months, I finished my degree at University yet when I tried to apply for a job there as a teaching assistant it was a suddenly different story. As a result of this disappointment, my concerns rose fast and due to challenges I faced, I realised other Deaf and HOH students may be also struggling and going through the same journey as me as I struggled to secure work despite my knowledge and level of BSL.

The current changes to the education system and funding cuts put pupils in a tough situation. Many students and staff members feel they are unable to process within the school under the conditions laid out, and as a result schools have lost specialist teaching assistants. They have also lost Teachers of the Deaf due to retirement and a lack of educational qualifications according to the recent CRIDE report published by the National Deaf Children’s Society (2020).

This means schools are often forced to choose graduates based on qualifications alone instead of accessibility and there have been difficulties in booking enough tuition to cover all the students present.

For many Deaf and HOH children at school there are several barriers and one main challenge I would like to address is related to how inclusive classrooms are. Deaf and HOH children have the right, according to their Educational, Health and Care Plans to have communication support booked in advance and provided for them!

Shockingly, children are suffering and this can mean that a single Teacher of the Deaf is booked to support more than 5 children! Is it worth having Deaf children integrated into schools without their Educational, Health and Care Plans and their mental health affected or is it better to have them included and correctly supported so they can achieve the highest things possible?

While my own negative experiences have been frightening, they have inspired and empowered my decision to become a powerful leader in campaigning for equal opportunities for Deaf education. It has also encouraged me to write in-depth literature for my University dissertation, laying out a timeline and describing how I feel the current situation will impact Deaf children in the future.

Being the first Deaf person in the family to have a degree has given me strength to do more, collect evidence and consult with the Deaf community at the same time. I hope this makes my late mother proud of me.

As well as working in education I decided to put myself forward as a trustee through the Silent Horn Foundation, as well as being an administrator for the Muslim Deaf Society and events coordinator for the British Deaf Association Youth. I have been very successful in these roles. I am honoured by the various roles I have played whilst studying hard to be a teacher of Deaf/freelance language support tutor.

No matter what has happened in the past, we can stand up to the Department of Education and save Deaf children’s education!

Hamza Shaikh was born and bred in Birmingham and used to be classroom volunteer. He is currently a freelance language support tutor to Deaf and Hard Of Hearing students in the West Midlands.